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II» “III“ III: IIIIIIII ... I. . :‘I I '7 L ‘w I ‘ ‘1!“ "" I I. "JII‘I'I'II‘II’IIII0I " “I‘I'IWIII ' WI”!!! 1-“th ' I L 1- V' .I II ' I "I I [I I I I I. I' I! ' I! “ I‘II.I!‘.I."'¢"JI':J <3;II%£"|' W: T:.'I!‘:HII " I“|I:I“II..‘I;i Qi- ‘- ' .‘ "I .“I I . ‘ , ’.I II-' ”"7 I" w LID, .‘I’I‘. ' "'I.,I . ..- 1: ‘f‘..~.IL'-:I~'_~ '_ :‘Iw‘ 'I '..iI‘.I'II IN MI». I- .7 ""(P"VII"IILKL.I2II;'.‘14£’LI;L f “I T This is to certify that the dissertation entitled Reality Shock, Organizational Commitment, and Behavior: A Realistic Job Preview Experiment presented by Roger A. Dean has been accepted towards fulfillment of the requirements for Ph .D. d . Business Administration egree 1n WWW Major professor [MU/(q MS U is an AflimaliveAction/Equal Oppommily Institution 0-12771 WW...— W lllllilllli‘lllilllTl\llll'lflllfl|llil 11W! 3” a 3 1293 10583 453 i“ :fliw? M M??? E ‘" - .; WE: «5-5:: s" “ ‘2 ..,,, .5 [mm MSU BEIURNING MATERIALS: Place in book drop to ”mum“ remove this checkout from ...—cunn- your record. FINES will be charged if book is returned after the date stamped beIow. “9% 7114128032 REALITY SHOCK, ORGANIZATIONAL COMMITMENT, AND BEHAVIOR: A REALISTIC JOB PREVIEW EXPERIMENT By Roger A. Dean A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Management Graduate School of Business Administration 1981 ("I ) ex; EEC D9:1 late ABSTRACT REALITY SHOCK, ORGANIZATIONAL COMMITMENT, AND BEHAVIOR: A REALISTIC JOB PREVIEW EXPERIMENT BY Roger A. Dean This experiment examines the relationship between reality shock, or- ganizational commitment, and commitment-related behaviors. Two job pre- views were used to manipulate the expectations of job content, job con- text, and career opportunities of candidates for bank teller jobs. Real- ity shock was measured by computing the difference between an employee's expectations upon joining the organization and the individual's experi- ences after two months in the organization. The Organizational Commit- ment Questionnaire, developed by Porter, Steers, Mbwday and Boulian was administered to tellers to measure commitment. Quality and quantity of performance, tardiness (punctuality), and absenteeism (attendance) data were collected as measures of commitment-related behaviors. The experi- ment supported the hypothesis that reality shock was negatively corre- lated.with organizational commitment, and commitment-related behaviors. DEDICATION This dissertation is dedicated to the memory of my parents, Alfred Ernest and Elizabeth Bruce Dean. They encouraged me to further my educa- tion, but their untimely deaths preceded its completion. Man} this dis: assistam Dr. tee, for encourag. Dr. ment) in The Operatic Fin the stud. sch001. ACKNOWLEDGEMENTS Many people have made numerous contributions to the completion of this dissertation. I would like to thank the following for their assistance: Dr. John P. Wanous, my advisor and chairman of my research commit- tee, for his valuable guidance during my doctoral program, and for his encouragement when I was tempted to give up. Dr. Michael L. Moore and Dr. Benjamin Schneider for their encourage- ment, insights and critiques as members of my research committee. The officers and employees of the Bank who provided support and co- operation in designing and implementing the experiment. Finally, I am grateful to Mr. Sam Volard, who first introduced me to the study of organizational behavior, and encouraged me to enter graduate school. 111 A. TABLE OF CONTENTS List of Tables List of Figures Chapter 1: Literature Review and Development of Theory 1. Commitment a. b. C. d. Definition of Organizational Commitment Outcomes of Commitment (1) Decision to Participate (2) Decision to Produce The Antecedents of Commitment The Measurement of Commitment (1) Organizational Commitment Questionnaire (2) Behavioral Outcomes (3) Summary 2. Organizational Entry a. b. C. d. Socialization during Organizational Entry Organizational Entry Research The Psychological Effects of Job Previews The Measurement of Expectations (1) The Job Descriptive Index (2) Career Expectations 3. Organizational Commitment, Organizational Entry - Some Hypotheses 4. Summary of Chapter One iv 11 12 18 19 20 22 23 26 28 28 3O 31 35 B. C. Chapter 2: Diagnostic Study 1. 2. 3. 5. 6. Research Site Preliminary Study Survey Instruments a. Job Diagnostic Survey b. JDS (Job Rating Form) c. Teller Survey Diagnostic Design Results of Diagnosis a. Job Content Expectations and Perceptions b. Job Context Expectations and Perceptions c. Career Expectations and Perceptions d. Personal Characteristics Summary of Chapter Two Chapter Three: Design of Experiment 1. 2. 3. Outline of Experiment Selection Procedures a. Application b. Screening Interview c. Experimental Treatments d. Hiring e. Data Collection Job Previews 38 4O 4O 42 42 44 47 47 50 51 54 55 58 58 S9 59 61 61 62 63 64 4. Data Collection Instruments a. b. C. d. e. Questionnaire #1 Questionnaire #2 Performance Appraisal Biographical Data Self Selection 5. Summary of Chapter Three D. Chapter Four: Results of Experiments 1. 2. 3. 5. 6. 8. 9. Expectations of Entrants (a) Job Content and Job Context Expectations (b) Career Expectations Work Experiences of New Employees (a) Job Content and Job Context Experiences (b) Perception of Career Opportunities Reality Shock Effect of Reality Shock on Commitment Effect of Commitment on Behavioral Outcomes Effect of Reality Shock of Behavioral Outcomes Effect on Behavioral Intentions Psychological Effect of Job Previews (3) Self Selection (b) Perceptions of New Employees Summary of Chapter Four vi 72 74 74 75 75 77 77 77 79 8O 80 82 82 84 85 86 88 89 9O 9O 92 E. F. G. H. I. Chapter Five: Discussion and Conclusions 1. 2. 3. 4. 5. 6. 7. The Job Previews Reality Shock Hypothesis 1 Hypothesis 2 Effect of Expectations on Reality Shock and Commdtment Psychological Effect of the Job Previews Summary of Chapter Five Appendix A: Diagnostic Survey Instruments 1. 2. 3. Job Diagnostic Survey JDS (Job Rating Form) Teller Survey Appendix B: Job Previews 1. 2. The Realistic Job Preview Booklet The Control Preview Booklet Appendix C: Experimental Study Survey Instruments 1. 2. 3. 4. List of Questionnaire #1 Questionnaire #2 Performance Appraisal Self Selection References vii 96 97 98 99 100 100 102 119 127 130 136 141 150 160 161 162 TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE 1. 2. 3. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. LIST OF TABLES Multiple Correlations between Antecedents and Organizational Commitment for Both Samples Organizational Commitment Questionnaire (OCQ) Means, Standard Deviations, and Internal Consistencies for OCQ Item Analyses for the Organizational Commitment Questionnaire Predictive Validities for the OCQ Realistic Job Preview Studies Job Descriptive Index (a) Teller Staff as of 12-31-79 (b) 1979 Teller Turnover Job Diagnostic Survey Norms Internal Consistency Reliability for Teller Survey Organizational Reality Diagnostic Questionnaire Adminstration Job Content Perceptions Effect of Tenure on Job Content Perceptions Managers' Perceptions of Job Content of Tellers' Job Job Context Perceptions Effect of Tenure on Job Context Perceptions Correctness of Career Expectations and Perceptions viii 11 13 14 16 17 24 29 39 41 43 45 47 48 49 50 51 52 53 IA ”'A .d ‘i 1.1 «:1 F ¢ :1 TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE TABLE 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. Correctness of Career Expectations and Perceptions by Tenure Effect of Personal Characteristics on Perceptions Groups Included in Experiment Comparison of Preview Booklets Customers Subscale Differential Impact of RJP -v- Control Booklets Career Realities Scoring Section 4 "Work Attitudes" of Questionnaire #1 Scoring Section 4 "Work Attitudes of Questionnaire #2 Job Content and Context Expectations of Entrants Correctness of Career Expectations of Entrants Job Content and Context Perceptions After 2 Months Correctness of Career Perceptions After 2 Months Reality Shock Effect of Reality Shock on Commitment Effect of Commitment on Behavioral Outcomes Effect of Reality Shock on Behavioral Outcomes Effect of Reality Shock and Commitment on Behavioral Intentions Self Selection Psychological Effect of Job Previews ix 54 56 62 65 66 68 7O 71 73 78 80 81 82 83 85 86 87 89 9O 91 FIGURE F1GURE EIGCRE FIGURE FIGURE 1. FIGURE 2. FIGURE 3. FIGURE 4. LIST OF FIGURES Hypothesized Antecedents and Outcomes of Organizational Commitment Psychological Effects of the Realistic Job Preview Hypothesized Effect of Expectations on the Ante- cedents and Outcomes of Organizational Commitment Organizational Entry Process Page 27 32 6O est; EXpe EXQe EOri fob tati Zati Orga. Zati CHAPTER ONE Literature Review and Development of Theory Organizational commitment is defined as an attitude and in terms of commitment related behaviors. It is recommended that commitment needs to be measured by identifying the members' attitudes, behavioral intentions, and behavioral outcomes. This chapter discusses the concept of organiza- tional commitment, and suggests methods for its measurement. The concept of socialization during organizational entry is also discussed. Organizational socialization is seen as a two-way process of establishing expectations -- the individual learns what the organization expects from its members and at the same time learns what the members can expect from the organization. The expectations of new members are cate- gorized as job content, job context, and career expectations. Realistic job previews are discussed as one means of establishing realistic expec- tations during organizational entry. A model is developed that links the organizational entry and organi- zational commitment theories. It is hypothesized that realistic expectations established during organizational entry socialization will have a positive effect on organi- zational commitment. 1. Commitment Many large organizations are able to attract enough talented and highly motivated people; however, they differ in their capacity to retain 1 such been in e1 niza defi: and z 2 such people and to arouse their commitment (Buchanan, 1974). There has been increasing interest among scholars in the concept of commitment and in empirical assessments of its causes and effects in a variety of orga- nizational settings. In this section, organizational commitment will be defined, the outcomes and antecedents of commitment will be discussed, and methods of measuring commitment will be evaluated. (3) Definition of Organizational Commitment Although approaches to the definition of organizational commitment may vary considerably (Becker, 1960; Brown, 1969; Buchanan, 1974; Grusky, 1966; Hall, Schneider and Nygren, 1970; Hrebiniak and Alutto, 1972; Kanter, 1968; Kiesler and Sakumura, 1966; Salancik, 1977; Sheldon, 1971; Wiener and Gechman, 1977) certain trends are evident. Mowday, Steers and Porter (1979) see two trends emerging from the recent theory. One ap- proach is to focus on commitment-related behaviors. A second approach is to define commitment in terms of an attitude. The behavioral approach is discussed in detail by Salancik (1977). He uses the definition of Kiesler and Sakumura (1966): "Commitment is the binding of the individ- ual to behavioral acts, the important words being ”binding” and "acts.” The degree of an individual's commitment is derived from the extent to which the person's behaviors are binding. Four characteristics of behav- ioral acts make them binding, and hence determine the extent of commit- ment: explicitness; revokability; volition; and publicity (Salancik, 1977). The attitudinal approach, conversely, recognizes commitment existing when "the identity of the person (is linked) to the organization" (Shel- don, 1971, p. 143), or when ”the goals of the organization and those of the individual become increasingly integrated or congruent” (Hall, et a1. 1970, p. 1' encompasse which indi tain rewar concept of !unden, E‘s tract bet. emects tc the preset ment are 1 terms of ' The . fiflfd org ”3 idem Thus, org relaced f 3 1970, p. 176). March and Simon (1958) noted that such commitment often encompasses an exchange relationship (inducements and contributions) in which individuals attach themselves to an organization in return for cer- tain rewards or payments from the organization. This is similar to the concept of the "psychological contract" (Argyris, 1960; Levinson, Price, Munden, Mandel, and Solley, 1962) which is defined as an implicit con- tract between an individual and an organization, and specifies what each expects to give and receive from each other in their relationship. In the present study, both approaches to the study of organizational commit- ment are examined. Commitment is defined in terms of an attitude, and in terms of behavioral intentions. The definition used here is that of Porter and Smith (1970) who de- fined organizational commitment as the relative strength of an individu- al's identification with and involvement in a particular organization. Thus, organizational commitment can be characterized by at least three related factors: (1) a strong belief in and acceptance of the organiza- tion's goals and values; (2) a willingness to exert considerable effort on behalf of the organization; and (3) a strong desire to maintain mem- bership in the organization (Mowday, Steers, and Porter, 1979). When defined in this fashion, commitment represents somethingbeyond mere passive loyalty to an organization. It involves an active relation- ship with the organization such that individuals are willing to give something of themselves in order to contribute to the achievement of the organization's goals. Mowday, et a1. (1979) suggest that, to an ob- server, commitment could be inferred not only from the expressions of an individual's beliefs and opinions but also from his or her actions. It shc u 51‘. gui dav al' ues ind Vor tio the a pq 110: 3596 Sent: 4 should be noted, however, that this definition does not preclude the pos- sibility that individuals will also be committed to other aspects of their environment, such as family, union, or political party. This defi- nition simply asserts that regardless of other possible commitments, the organizationally committed individual will tend to exhibit behaviors as- sociated with the three elements of the above definition. In this study, organizational commitment as an attitude is distin- guished from job satisfaction, as has previously been discussed by Mow- day, et a1. (1979) and Nanous (1980). Commitment emphasizes an individu- al's overall attachment to the organization, including its goals and val- ues. On the other hand, job satisfaction is defined as reflecting the individual's affective response to the task or to certain aspects of the work. Thus, commitment is related to the individual's total organiza- tional experience, while satisfaction is limited to the actual work that the individual does. Job satisfaction refers to the relationship between a person's needs and the reinforcement received from the work performed in the organization, while organizational commitment refers to the rela- tionship between human needs and the reinforcement received from nonjob aspects of the organization, e.g. compensation, career opportunities, company policies, etc. Accordingly, job satisfaction is perceived as a component of the more global organizational commitment. It is possible that employees with high job satisfaction may quit, a behavior associated with a lack of commitment, if other aspects of the organization do not meet their needs. (b) Outcomes of Commitment March and Simon (1958) view the individual in an organization as es- sentially faced with two decisions, the decision to participate and the dec ior hav: eepi gac: Stat duce ilar t1Ve S decision to produce. Implicit in the Porter and Smith (1970) definition of commitment is the notion that highly committed employees should have a strong intent to participate in the organization, and a strong intent to produce in order to achieve organizational goals. If we agree with Locke (1968) that behavioral intentions are the most direct influence on behav- ior, then organizational commitment should become evident through the be- havior of the employee. Thus, it is hypothesized that highly committed employees have a strong desire both to participate and produce in the or- ganization, and that these behavioral intentions influence the behavior of the employees. Studies linking organizational commitment and member behavior have been scarce. The relevant studies will be discussed in regard to the de- cision to participate and the decision to produce. Decision to Participate. March and Simon (1958) describe this de- cision as based on the concept of organization equilibrium which refers to the balance of payments to members for their continued participation in the organization. The relevant concept of organization equilibrium states that the individual continues to participate so long as the in- ducements received are greater than the individual's contributions. Sim- ilarly, Katz and Kahn (1978) list ”joining and staying in system" among the individual behaviors required for organizational survival and effec- tiveness. People must be induced to enter the organization at a suffi- ciently rapid rate to counteract the amount of retirement and defection, they must be induced to remain within the organization, and while mem- bers, they must validate their membership by regular and punctual attend- ance. commit to 5:2 factic Horn, ment p when t 1 . 1y 31g 197s). pital that c and mo r11 6 Porter, Steers, Mowday, and Boulian (1974) found that organizational commitment had more of a discriminating influence on a person's decision to stay or leave the organization than did the components of job satis- faction (pay, promotion, supervision, co-workers, etc.). Similarly, Born, Katerberg and Hulin (undated) reported that organizational commit- ment predicted retention better than work satisfaction. In addition, when there is a significant decline in commitment, this serves as a like- ly signal of impending voluntary turnover (Porter, Crampon, and Smith, 1976). In a study of the outcomes of commitment carried out among 382 hos- pital employees and 119 scientists and engineers, Steers (1977) reported that commitment was strongly related to both intent and desire to remain, and moderately related to job survival. Angle and Perry (1978), in a study of 1,224 lower level employees of 24 west coast public transit organizations, found that organizational commitment was negatively related to tardiness, turnover, and intention to quit. From these and other studies, (Butler and Bridges, 1978; Mowday, Steers and Porter, 1978; Staw, 1974) it appears that organizational com- mitment is positively related to both job survival and the intention to remain. In an ingenious study of employee attendance during a major blizzard (when most business transportation activity was stalled) in the Midwest, Smith (1977) found that only committed employees fought the weather and cam lat tivl par' and abs: emp} The: out and scri 80al SPOU [00 func ) ‘ EVOK: areas Curit betWe 7 came to work.1 Steers (1977) reported that commitment was moderately re- lated to attendance. Summagy - Although studies are scarce, the evidence suggests a posi- tive relationship between organizational commitment and the decision to participate. Commitment appears to be a good predictor of job survival, and appears to be related to other forms of employee withdrawal such as absenteeism (attendance) and tardiness (punctuality). Decision to Produce. Katz and Kahn (1978) note that people may be within an organization physically, but be psychological absentees. An employee may be regular and punctual in attendance, and yet daydream. It is not enough, then, to have people participate in an organization. There must be dependable activity. The assigned roles must be carried out in ways that meet some minimal level of quantity and quality. Katz and Kahn would also consider those actions not specified by role pre- scriptions but which facilitate the accomplishment of organizational goals. By this they mean the resources of people for innovation, for spontaneous cooperation, for protective and creative behavior are vital to organizational survival and effectivenes. March and Simon (1958) state that the motivation to produce is a function of the character of, and the perceived consequences of, the evoked set of alternatives. They identify the perceived external alter- natives, the work group and its norms, formal organizational practices, appraisal systems, compensation systems, and management policies as all influencing the decision to produce. The motivation to produce is also 1Smith assessed the employees' attitudes towards six work-related areas: supervision, kind of work, amount of work, career future and se- curity, financial rewards, and company identification. The correlation between company identification and attendance was r - .42. de 83 pa 8 dependent upon the unique personal characteristics of the individual, for example: need for achievement, age, education, ability, and desire for particular organizational rewards. Theoretically, one would expect organizational commitment to be in- directly related to performance (Hall, 1979). Since committed employees might put more thought and care in their work, the quality of their per- formance should be higher than that of less committed employees. The quantity of performance might not be as strongly related to commitment as quality, since exercising more care and effort may take time, which would work against a high volume of output. The few studies relating commitment to performance have been incon- clusive. Van Maanen (1975) found that organizational commitment was re- lated to police "street" performance after two months of employment. Angle and Perry (1978) report that the mean level of employee commitment in an organization was significantly related to organizational perfor- mance. In a review of organizational literature, Evan (1977) concluded that the organizational commitment of members is related to the overall effectiveness of the organization. On the other hand, Steers (1977) was unable to find a consistent relationship between commitment and individu- al performance. Summagy - If the quantity and quality of job performance are used as an indicator of the decision to produce, studies linking organizational commitment and the decision to produce have been inconclusive. While studies show a mixed relationship between commitment and individual per- formance, there is evidence of a strong relationship between the organization‘wide level of employee commitment and the performance of the organization as a whole. Since studies linking commitment and perf01 of per bGCWEI 1183311 neat concl Vito: (E 9 performance have been inclusive, both subjective and objective measures of performance are used in this present study to test the relationship between organizational commitment and the decision to produce. These measures will be described in chapter 3 of this paper. (c) The Antecedents of Commitment Steers (1977) proposed a preliminary model incorporating both ante- cedents and outcomes of organizational commitment (Figure 1). The compo- nent dealing with antecedents draws heavily on previous research. Steers concluded that the major influences can be found throughout the work en- vironment. He grouped these influences into three main categories: per- sonal characteristics, job characteristics, and work experiences. Personal Characteristics (need for achievement, »__., ‘age, education) Outcomes A Desire to remain Job Characteristics ;_J Organizational Intent to remain (task identity, optional ”E Commitment ‘ '1 Attendance interaction, feedback) Employee retention Job performance Work Experiences (group attitudes, organizational dependability; personal import) Figure l. Hypothesized Antecedents and Outcomes of Organizational Commitment (from Steers, 1977) . Personal characteristics consist of such variables as: age (Hrebiniak, 1974; Lee, 1971; Sheldon, 1971), education (Koch and Steers, 1976), role tension (Hrebiniak and Alutto, 1972), and central life inter- est (Dubin, Champoux, and Porter, 1975). Stel nent to enced by tunities back pro 1973). Pin nature a ual's te attitude nizatior Percepti ZatiOn ( realizat Ste and 119 firs: pa Table 1I lated t: fQuad, j “ed Wit thereby 10 Steers suggests that job characteristics may also influence commit- ment to some degree. Research has shown that commitment may be influ- ‘ enced by job challenge (Buchanan, 1974; Hall and Schneider, 1972), oppor- tunities for social interaction (Sheldon, 1971), and the amount of feed- back provided on the job (Ross and Zander, 1957; Porter and Steers, 1973). Finally, Steers' model suggests that commitment is influenced by the nature and quality of an employee's work experiences during that individ- ual's tenure in an organization. These work experiences include group attitudes towards the organization (Buchanan, 1974; Patchen, 1970), orga- nizational dependability and trust (Buchanan, 1974; Hrebiniak, 1974), perceptions of personal investment and personal importance to an organi- zation (Buchanan, 1974; Patchen, 1970; Sheldon, 1971), and rewards or the realization of expectations (Grusky, 1966). ' Steers (1977) tested this model in a study of 382 hospital employees and 119 scientists and engineers. His findings provided support for the first part of the model presented in Figure 1. The results presented in Table 1, show that all three sets of antecedents were significantly re- lated to commitment. This finding emerged for both samples. It was also found, for both samples, that work experiences were more closely associ- ated with commitment (r - .71 and .64) than the other two categories, thereby providing partial support for Buchanan's (1974) thesis that com- mdtment is largely a function of work experiences. However, the Steers (1977) study extended this thesis by noting the importance of these other two sets of antecedents. One of the purposes of this present study is to extend the Steers' model to include the expectations of new employees regarding job charact tv shoc be disc Ante Pers Job Work (d) The the COQ. to fou: little < Ctuskeyl ton “it 8131 att Items Wa 11 characteristics and work experiences, and to measure the effect of reali- ty shock on commitment. The extended model, presented in Figure 3, will. be discussed later in Section 3 of this chapter. Table 1 Multiple Correlations between Antecedents and Organizational Commitment for Both Samples (from Steers, 1977) Antecedents Hospital Scientists and ~ Employees Engineers (N - 382) (N - 119) R F-value R F-value Personal characteristics .55 24.96b .42 3.288 Job characteristics .64 47.86b .38 3.893 Work experience .71 89.26b .64 20.04b a. Significant at .01 level. b. Significant at .001 level. (d) The Measurement of Commitment Operational measures of organizational commitment are as diverse as the conceptual definitions. Most of these measures consist of from two- to four-item scales that are created on an a priori basis and for which little or no validity and reliability data are presented. For example, Gruskey's (1966) scale used four items: company seniority, identifica- tion with the company, attitudes toward company administrators, and gen- eral attitudes toward the company. The median intercorrelation among the items was r - .15, with the Spearman-Brown reliability being low at .41. Comm. 3on1. Zati: upon empli 5y 1. it€111: Seal, 12 Hrebiniak and Alutto (1972) used a four-item scale which asked, in es-. sence, what it would take for the employee to leave the organization. Spearman-Brown reliability was reported at .79 but no additional validity or reliability data were presented. Similar procedures have been em- ployed by Brown (1969), Buchanan (1974), Hall, Schneider and Nygren (1970) and Sheldon (1971). Kanter (1968, 1977) used a 36-item scale, but failed to report either validity or reliability data. Finally, Wiener and Gechman (1977) asked employees to keep diaries of voluntary work- related activities on personal time, using a decoding procedure to esti- mate commitment. ‘Qgganizational Commitment Questionnaire (OCQ). The Organizational Commitment Questionnaire, (OCQ), developed by Porter, Steers, Mowday and Boulian (1974) is the most commonly used questionnaire to measure organi- zational commitment. The 15 item instrument, shown in Table 2, is based upon the definition of commitment that is used here. The response format employed a seven-point Likert type scale. Results are summed and divided by 15 to arrive at a summary indicator of employee commitment. Several items were negatively phrased and were reverse scored in an effort to re- duce response bias. Mowday, Steers and Porter (1979) show that the OCQ has impressive scale characteristics. The OCQ was administered to 2563 employees work- ing in a wide variety of jobs in nine different work organizations. These studies include: public employees, classified university employ- ees, hospital employees, bank employees, telephone company employees, scientists and engineers, auto company managers, psychiatric technicians, and retail management trainees. In several studies, a nine-item short? form of the instrument using only positively worded items was that it they vc zation gree of of the 1. t e) 2. I 31C 3- I 4. I WC 5- I 5- I 7' I as 3' n jc 9° It me 10. I 0t 11. Th in 12. f 0n 13, I 14. F0 ”0 13' De. Pa: ““-. HgTE: m man-r: CL 13 TABLE 2 Organizational Commitment Questionnaire (OCQ) (from Mowday, Steers, and Porter, 1979) Instructions Listed below are a series of statements that represent possible feelings that they individuals might have about the company or organization for which work. With respect to your own feelings about the particular organi- zation for which you are now working (company name) please indicate the de- gree of your agreement or disagreement with each statement by checking one of the seven alternatives below each statement. 1. I am willing to put in a great deal of effort beyond that normally expected in order to help this organization be successful. 2. I talk up this organization to my friends as a great organization to work for. 3. I feel very little loyalty to this organization. (R) 4. I would accept almost any type of job assignment in order to keep working for this organization. 5. I find that my values and the organization's values are very similar. 6. I am proud to tell others that I am part of this organization. 7. I could just as well be working for a different organization as long as the type of work was similar. (R) 8. This organization really inspires the very best in me in the way of job performance. 9. It would take very little change in my present circumstances to cause me to leave this organization. (R) 10. I am extremely glad that I chose this organization to work for over others I was considering at the time I joined. 11. There's not too much to be gained by sticking with this organization indefinitely. (R) 12. Often, I find it difficult to agree with this organization's policies on important matters relating to its employees. (R) 13. I really care about the fate of this organization. 14. For me this is the best of all possible organizations for which to work. 15. Deciding to work for this organization was a definite mistake on my part. (R) NOTE: Responses to each item are measured on a 7-point scale with scale » point anchors labeled (1) strongly disagree; (2) moderately disa- gree; (3) slightly disagree; (4) neither disagree nor agree; (5) slightly agree; (6) moderately agree; (7) strongly agree. An "R” denotes a negatively phrased and reverse scored item. l4 administered. Mowday, et al. (1979) do not give any reasons for the use of the nine-item short form, nor did they find any significant differ- ences in results between the lS-item instrument using both positively and negatively phrased items, and the nine-item instrument containing only positively phrased items. As can be seen from Table 3, the mean level of commitment ranges from a low of 4.0 to a high of 6.1 across these nine samples. Mean scores are slightly above the midpoint on the seven-point Likert scale. The internal consistency reliability (coefficient Alpha) of the instru- I ment has been very high, ranging from .82 to .93, with a median of .90 (Table 3). TABLE 3 Means, Standard Deviations, and Internal Consistencies for OCQ (from.Mowday, Steers, and Porter, 1979) N Mean SD Coefficient Alpha Public employees 569 4.5 .90 .90 Classified university employeesa 243 4.6 1.30 .90 Hospital employeesa 382 5.1 1.18 .88 Bank employees 411 5.2 1.07 .88 Telephone company employees 605 4.7 1.20 .90 Scientist and engineers8 119 4.4 .98 .84 Auto company managers 115 5.3 1.05 .90 Psychiatric techniciansb so 4.0/3.5 1.00/1.oo .82-.93 4.3/3.5 1.10/0.91 4.3/3.3 0.96/O.88 4.0/3.0 1.10/0.98 Retail management trainees 59 6.1 .64 NA a. A nine-item shortened version of the OCQ was used in this study. b. For this sample, means and standard deviations are reported separately for leavers across four time periods. scaj viet lat: eral SCO Sup l}'i‘ 15 Item analysis (correlations between each item of the commitment scale and the total score less the item) are reported in Table 4. A re- view of these correlations indicates that each item had a positive corre- lation with the total score for the OCQ, with the range of average corre- lations being from .36 to .72, and a median correlation of .64. In gen- eral, the negatively worded items correlate less highly with the total score than the positively worded items, although this difference is not great. These results suggest the 15 items of the OCQ are relatively ho- mogeneous with respect to the underlying attitude construct they measure. Mowday, et a1. (1979) reports that further factor analysis provides support for their conclusion that the OCQ measures a single common under- lying construct.- Test-retest reliabilities were computed for the two samples for which multiple data points were available (psychiatric technicians and retail management trainees), in order to examine the stability of the OCQ overtime. For the psychiatric technicians, test-retest reliabilities were r - .53, .63, and .75 over 2-, 3-, and 4-month periods, respective- ly. For retail management trainees, test-retest reliability was r - .72 over a Z-month period, and r - .62 for three months. The theory underlying the commitment construct suggests that highly committed employees will be less likely to leave their jobs and may per- form at higher levels than their less committed counterparts (see Figure 1). Data relevant to this theory were available from five of the samr ples. As Table 5 shows, there is strong evidence of predictive validity (especially for turnover). Overall, the Organizational Commitment Questionnaire appears to be an excellent measure of organizational commitment. The instrument 9\ m-—«~ (AN. .au0w uuonm aoum mouuaao mums mama“ mouoom mmwo>o¢ .wmfiuoum :H mmmuo>mu ma Emma mommofimca smaumumm :fics oaansm Emu“ omnuo>< omonaoaoh mumuu¢¢a0m mommammmao coo Amnad .uouuom can .muooum .mmvzoz soumV oufimccoaumosc meoauqaaou ammouumnwcmwuo emu you momzamm< smuH q m4m¢9 Sci Psx Re1 a. D. 17 TABLE 5 Predictive Validities for the OCQ (from Mowday, Steers, and Porter, 1979) Turnover Tenure Absenteeism Performance Public employees --.19c .23c -.13c Hospital employees-d -.17c .26c .08 .05 .07 - . 11b ' . 101) Scientists and engineers -.28c Psychiatric technicianse -.02 -.32b , -.43c --.43c Retail management traineesf --.41b .36a -.43b .33a .20 a. Significant at the .10 level. b. Significant at the .05 level. c. Significant at the .01 level. d. For the hospital sample, four separate measures of performance were available for the one time period. e. Results presented are from four data points of a longitudinal study. Hence, the relationship between commitment and turnover increased over time. f. Results for the turnover analysis presented are from two data points of a longitudinal study representing measures taken on the employees' first day and the last 2 months in the organization. Analysis for performance were available for measures taken at three points in time and represent cross-lag relationships between commitment and subsequent performance from 4 to 6 .months, 6 to 9 months, and 4 to 9 months. 18 combines attitudes and behavioral intentions, and empirically these two aspects of commitment are sufficiently highly correlated to justify this sort of aggregate index of commitment. The fact that norms and results from multiple studies are also available add to the appeal of this mea- sure. Behavioral Outcomes. As previously discussed, commitment represents something more than mere passive loyalty to an organization. It involves an active relationship with the organization, whereby committed members have made decisions to participate and produce in order to contribute to the achievement of the organization's goals. This writer suggests that the behavior of the individual can be used as one indicator of that per- son's commitment decisions. On the other hand, Schein (1968) states that one mechanism for ob- taining organizational commitment is to get the new member to make a series of small behavioral commitments which can only be justified through the acceptance and incorporation of organizational values. In effect, commitment-related behavior may be one antecedent of commitment. In the present study, behaviors which are associated with commitment will be measured, recognizing that a circular pattern may emerge, whereby commitment-related behavior precedes commitment which in turn results in more commitment-related behavior. V What types of behaviors can be classified as commitment-related? When individuals are commited to a cause, person, activity, or institu- tion, they must express this in some way. In a study of young men who had joined the U.S. Army Reserve Officers' Training Corps to avoid being drafted, Staw (1974) measured commitment in terms of which men subse- quently signed ROTC contracts after having received their draft numbers. Indi draf rela' elemc that In re ness sough work work, In so relat me‘3'18u1 l9 Individuals who signed after learning that their probability of being drafted was low, were regarded as highly committed. But it is not always possible to have such a specific, overt action to indicate commitment. An alternate strategy, to record commitment- related behavior was used by Wiener and Gechman (1977). In a study of 54 elementary school teachers, they identified socially acceptable behaviors that exceed formal and/or normative expectations relevant to the jobs. In rejecting the traditional measures of job behavior such as effective- ness of performance, absenteeism and tardiness, Weiner and Gechman (1977) sought to measure such behavior as the amount of personal time devoted to work activities, the amount of talk, conversation, and reading related to work, or personal sacrifices for the sake of the job. Commitment-related behavior needs to be defined for each situation. In some situations, a specific, overt act will constitute commitment- related behavior. In others, Wiener and Gechman's (1977),approach will be relevant. Sometimes objective measures such as quality and quantity of production, attendance, punctuality, and job survival, or subjective measures such as supervisory appraisals will be the most suitable. In other words, measures of commitment-related behavior would need to be tailored for each job and each organization. Summa 2. Two trends have emerged for the definition of organiza- tional commitment. One approach defines commitment in terms of an atti- tude. Implicit in this definition is the notion that commitment is re- lated to behavioral intentions -- intent to participate in the organiza- tion and intent to produce in an effort to achieve organizational goals. The Organizational Commitment Questionnaire has been shown to be an 20 excellent instrument for measuring organizational commitment and behav- ioral intentions. The second approach has been to focus on commitment related behav- iors. It has been suggested that commitment can be inferred by measuring such job behaviors as: performance, job attendance, punctuality, and job survival. The inference about the degree of commitment can be made by noting the extent to which these job behaviors exceed formal and/or nor- mative requirements. The expectation is that these job behaviors for committed employees should exceed the job behaviors for less committed employees. In Chapter 3, the specific commitment-related behaviors for this study will be defined. 2. Organizational Entry The present study examines the effect of socialization during orga- nizational entry on organizational commitment. Organizational socializa- tion is defined partly as the process by which a person learns the val- ues, norms, and required behaviors which permit the individual to func- tion as a member of an organization; and partly as the process by which an individual learns what outcomes will be received by organizational members. This definition, in short, sees socialization as a two-way pro- cess of establishing expectations *- the individual learns what the orga- nization expects from its members, and at the same time learns what the members can expect from the organization. The individual's expectations can be separated into at least three categories: job content expectations, job context expectations, and-ca- reer expectations. The first two types of expectations relate to the specific job that the employee will be doing, and to the climate in which 21 the employee works, a distinction made first by Herzberg (1966). Career ' expectations are those perceptions that an individual has about his or her future career. These include (a) expectations regarding promotions, intraorganizational mobility (both lateral and vertical moves), opportu- nities for progression into middle and upper management, pay progres- sions, and organizational assistance with career planning; and (b) expec- tations regarding interorganizational mobility - that is, the extent to which a position in this organization will enable the individual to ob- tain a desired position in another organization at some future time. This broad definition of socialization recognizes that the individu- al may acquire, to some degree, the job content, job context, and career expectations, and the intent to participate and produce sometime prior to entering the organization. This ”pre-entry” socialization can be influ- enced by numerous societal stereotypes (Van Maanen, 1976a, notes such stereotypes about police work); by childhood experiences (for example, a child visiting a bank may attach unrealistic status to the role of a bank teller); through professional training (Fox, 1957; Miller and Wager, 1971); and via the organization's recruitment, selection, orientation, and placement processes (Wenous, 1976; Gomersall and Myers, 1966). Once an individual has joined the organization, the socialization process continues as expectations are further established, modified, or reinforced. In addition, the individual may experience what Hughes (1959) calls ”reality shock." Reality shock occurs when a newcomer's ex- pectations, established prior to joining the organization, differ from what is experienced upon entering the organization. It may also occur when the newcomer passes from the orientation and training program to commence work in the organization. 1" he an prl CD! It tic be: Mu DA. 61' Pa: fIC Ua] CE; 5 a , ‘IC 110 Ext 4_4. O I-‘- 22 The present research is concerned with the socialization effect of the organizational entry process. The purpose of this section is to de- termine what expectations are formed during the recruitment, selection and orientation activities; and what are the effects of a realistic job preview (RJP) on these expectations, and subsequently on organizational commitment. (a) Socialization during Organizational Entry Organizational entry refers to new members joining organizations. It is concerned with the processes of recruitment, selection, orienta- tion, and placement of employees. Organizational entry has traditionally been viewed from the organization's perspective, where the employer seeks to attract individuals to apply for employment, gathers information about the applicant, makes selection decisions, attempts to introduce a newcom- er to the organization, and finally makes a placement decision. During this process, the individual is frequently regarded as a passive partici- pant. A non-traditional approach has been to examine organizational entry from the perspective of the individual. This approach views the individ- ual as an active participant in the entry process. The individual's per- ceptions which are formed at this time may affect subsequent organiza- tional commitment. Wanous (1976) states that there are a variety of reasons why atten- tion should be paid to the individual's perceptions during organizational entry. First, motivational theories which seek to explain why people join organizations depend heavily on cognitions. Using expectancy inacc tion ously 1976) will EXami are 5' VIEWS 23 theory, it is possible to explain why some organizations are more attrac- tive than others. However, if outsider expectations are naive, individu- als may be motivated to join organizations based on faulty information, even though the motivational theory may itself be valid. A second reason for studying the individual's perceptions concerns the consequences of inaccurate expectations of new members. When a newcomer to an organiza- tion experiences an environment quite different from the expected (previ- ously defined as ”reality shock”), dissatisfaction can occur (Wanous, 1976). The present study tests the hypothesis that this dissatisfaction will reduce the level of commitment. (b) Organizational Entry Research The results of thirteen experimental studies (Wanous, 1980) which examined the organizational entry process from the individual's viewpoint are shown in Table 6. Ten of these studies concern realistic job pre- views during the recruitment and selection processes. Two studies (Gomersall and Myers, 1966; Krausz and Fox, 1979) were conducted at point of entry, and one study (Horner, 1979) was conducted after entry but pri- or to training. Five of the thirteen studies used a booklet to provide applicants with a realistic preview of the work. Two studies used a film, another used a booklet and a narrated slide show, four studies used an oral presentation, and one used a simulated work sample. In all exr cept two studies, a questionnaire survey or employee interviews were used to define the meaning of "realism" for the realistic job previews. All except Gomersall and Myers (1966) and Parkington and Schneider (1978) measured job survival as a dependent variable. Eight found a higher job survival rate for subjects receiving a realistic job preview, as compared to subjects receiving no preview, or a preview portraying 381:: (1963: 24 TABLE 6 REALISTIC JOB PREVIEW STUDIES (Adapted from: Wanous, 1980) STUDY BEFORE ENTRY: Farr, O'Leary & Bartlett (1973) Haccoun (1978) Ilgen & Dugoni (1977) Ilgen S Seely (1974) Macedonia (1969) Parkington 8 Schneider (1978) Reilly, Sterling & Tenopyr (1979) Wanous (1973) Weitz (1956) Youngberg (1963) AT POINT OF ENTRY: Gomersall 5 Myers (1966) Krausz & Fox (1979) AFTER ENTRY: Hornet (1979) BASIS FOR REALISM Simulated Work Experience Booklet & Narrated Slide Show Oral Presentation Booklet Distributed by Mail Booklet Distributed by Mail Telephone Conversation .Booklet Distributed during Selection Film Booklet Mailed to Prospective Employees Booklet Mailed to Applicants Seminar during Orientation Oral Presentation Videotape DEPENDENT VARIABLES Job Acceptance Job Survival Ability to Recruit Performance Job Survival Initial Expectations Performance Job Survival Job Acceptance Job Survival Job Acceptance Job Survival Ability to Recruit Job Satisfaction Performance Job Survival Job Acceptance Job Survival Ability to Recruit Initial Expectations Job Acceptance Thoughts of Quitting Performance ' Job Survival Ability to Recruit Job Survival Ability to Recruit Initial Expectations Job Satisfaction Performance Job Survival Performance . Initial Expectations Job Satisfaction Job Survival Initial Expectations Performance Job Survival pre no rec an men {361 enhe job Rail PO) usa Fano afte gf S HQSS 1 A? 11 25 predominantly favorable job information. The other three studies found no difference between the groups. The five studies measuring ability to recruit found that the realistic job preview had no significant effect on an organization's ability to recruit new employees. Five of the experi- ments measured initial organizational expectations after the realistic previews, and each indicate that such expectations were changed by the content of the previews. Of the eight studies measuring job performance only the Comersall and Myers study found any significant difference be- tween the groups. In that study, it was found that realistic information enhanced performance. Five studies measured the effects of an individual's acceptance of a job offer. The evidence is quite inconclusive because Farr et al., and Reilly, et al. found a higher refusal rate, Macedonia found a lower re- fusal rate, and Wanous found no differences between groups. In the Wanous study, thoughts of quitting were lower for the experimental group after one month, Parkington, et al. and Youngberg reported a higher level of satisfaction for the group given a realistic job preview. Only one study (Gomersall and Myers) reported absenteeism and tardi- ness results. They reported absenteeism and tardiness rates significant- ly less for the realistic group, but no actual data were shown. For the thirteen studies cited, the information included in the pre- views was directed towards both the job content and job context expecta* tions of the individual. In none of the studies was there a separation of preview information into types of expectations influenced. That is, job content expectations, job context expectations, and career expecta- tions were not studied. Wanous (1973) separated the expectations into two categories: 26 (1) those that were supposed to be lowered by the RJP, and (2) those that were not mentioned in either preview, but which were measured anyway. (c) The Psychological Effects of Job Previews The primary focus in these studies has been to assess the effect of realistic job previews on organization outcomes -- primarily job surviv- al, and secondarily job performance. Less attention has been paid to ghy the previews work, and how they affect the individual's perceptions of the job and the organization. Wanous (1978) proposes a theoretical model (Figure 2) to explain the psychological effects of the realistic job preview. Wanous (1980) sug- gests that realistic recruitment operates in much the same way as a medi- cal vaccination. Job candidates are given a small dose of organizational reality during the recruitment stage in an attempt to lower expectations. This vaccination provides candidates with the opportunity to self-select out of the market for this position. Self-selection influences the indi- vidual's sense of commitment to the choice of an organization, and in- creases the probability that the individual's needs are matched to the organizational climate. Additionally, the vaccination effect enables a job candidate to develop coping mechanisms relevant to the new job. It has also been suggested that realistic job previews can develop the per- ception that the organization is being honest and caring. While Wanous recognizes ”tenure in the organization" (or job surviv- al) as the outcome of a realistic job preview, in this dissertation, or- ganizational commitment will be treated as the dependent variable. Orga- nizational commitment, as defined, would include tenure in the organiza- tion, recognizing that some turnover may result from low organizational commitment. It is hypothesized that a realistic job preview will have a 27 —‘ VACCINATION OF EXPECTATIONS i:PERCEPTION OF HONESTY AND CARING a SELF INTERNAL COMMITMENT TO SELECTION LOCUS OF CHOICE OF ‘ CONTROL ORGANIZATION ROLE CLARITY NEEDS ARE MATCHED TO ORGANIZATIONA] t COPING NEW JOB JOB SATISFACTION ‘ MECHANISMS DEVELOP FOR JOB PERFORMANCE VOLUNTARY TURNOVER TURNOVER INVOLUNTARY 1 fi TENURE IN THE I ORGANIZATION Figure 2. Psychological Effects of the Realistic Job Preview (from.Wanous, 1980) -28 positive effect on organizational commitment. This effect can be shown by measuring attitudes, behavioral intentions, and behavioral outcomes. The relationship between organizational commitment and realistic expecta- tions, developed through the organizational socialization process, will be discussed in Section 3 of this chapter. (d) The Measurement of Expectations To assess the effect of a recruitment strategy, it becomes necessary to measure the expectations of a job candidate with regard to the job characteristics that the recruitment strategy addresses. Measurement will be discussed for job content expectations, job context expectations, and career expectations. The Job Descriptive Index (JDI). The JDI is the best known measure of job satisfaction in use today. Its complete development, reliability, validity, scoring techniques, norms, etc. are discussed in Smith, Kendall, and Hulin (1969). The JDI measures satisfactions with five facets: the type of work, the pay, the opportunities for promotion, the supervision, and the co-workers on the job. For each area there is a list of adjectives or short phrases, and the respondent is instructed to indicate whether each word or phrase applies with respect to the particu- lar facet of the job in question. Subjects are to choose "yes, no, or ?" for each of the adjectives. The JDI yields five subscales (one for each of the job areas), and a total score. Table 7 lists the 72 items used in the JDI. To measure expectations of job content and job context, it is neces- sary to re-word the instructions of the JDI. Subjects can be asked to Work Fasc: Rout: Sati: Boril Good CreaI Respe Hot Pleas Useft Tires Heal! Chal] 0n yc Frusr Siapl Eadie Gives of IEcon Satis Barel INCOE InSeC Less Hight L7Hder Work Fascinating Routine Satisfying Boring Good Creative Respected Hot Pleasant Useful Tiresome Healthful Challenging On your feet Frustrating Simple Endless Gives some sense of accomplishment Ex Income adequate for normal expenses Satisfactory profit sharing Barely live on income Bad Income provides luxuries Insecure Less than I deserve Highly paid Underpaid 29 TABLE 7 Job Descriptive Index Supervision Asks my advice Hard to Please Impolite Praises good work Tactful Influential Up-to-date Doesn't supervise enough Quick tempered Tells me where I stand Annoying Stubborn Knows job well Bad Intelligent Leaves me on my own Lazy Around when needed Co-Workers Stimulating Boring Slow Ambitious Stupid Responsible Fast Intelligent Easy to make enemies Talk too much Smart Lazy Unpleasant No Privacy Active Narrow interests Loyal Hard to meet Opportunities for Promotion Good opportunity for advancement Opportunity somewhat limited Promotion on ability Dead-end job Good chance for promotion Unfair promotion policy Infrequent promotions Regular promotions Fairly good chance for promotion 30 choose "yes, no, or ?" for each item to indicate if the adjective de- scribes what the job candidate realistically expects the job to be like. Career Expectations. Career expectations have been defined as those perceptions that an individual has about his or her future career. These include (a) expectations regarding promotions, intra-organizational mobility, opportunities for progression into middle and upper management, pay progression, and organizational assistance with career planning; and (b) expectations regarding interorganizational mobility. How to measure these expectations will depend upon the specific or- ganization. A questionnaire is needed that will measure a new employee's perceptions regarding career prospects. This would focus, for example, on the employee's perceptions of career opportunities, on how pay in? creases are determined, or on the employee's knowledge of the organiza- tion's promotional policies. This same questionnaire, when completed by organizational insiders, (management and experienced employees), could be used as a measure of or- ganizational ”reality.” ”Reality" is defined as "what actually happens," not formal organizational policy. A "coefficient.of correctness” can thus be obtained by calculating the sum of the absolute differences be- tween the newcomer's responses and ”reality.” This coefficient of cor- rectness will be a measure of the accuracy of a new employee's career expectations -- a small coefficient indicating more correct expectations than a large coefficient. Reality shock increases with the size of the coefficient of correctness. A second approach to measuring reality shock would be to obtain the employee's responses at two points in time. First at point-of-entry, and 31 second after the individual has been a member of the organization for a specified time period. The sum of the absolute differences would give a measure of how these expectations were modified through the influence of membership, experience, co-workers, and management. To this writer's knowledge, no standarized instrument has been de- veloped which would accurately measure career expectations. Because of the diversity of organizational career opportunities, it is recommended that a specialized instrument be prepared for each specific organization. Chapter 3 of this dessertation describes the specific instrument designed for this study. 3. Qggppizational Commitment, Opganizational Entry - Some Hypotheses Figure 3, The Hypothesized Effect of Expectations on the Antecedents and Outcomes of Organizational Commitment, extends Steers' (1977) model (Figure 1) in an attempt to link together the organizational commitment and organizational entry theories into a common model. This model classifies antecedents into personal characteristics and work experiences categories. The organizational entry research recog- nizes that new employees develop expectations regarding their jobs some- time prior to actually entering the organization. In Section 2 of this chapter, these expectations have been categorized as job content expecta- tions, job context expectations, and career expectations. This model suggests that if these first two categories of expectations are substan- tially different from the job characteristics actually experienced in the organization, reality shock occurs. In addition, reality shock also oc- curs if the new employee's career expectations are not confirmed by the individual's work experiences in the organization. 32 unmauwaaoo HumoaumNfimmwuo mo moaoouao mam mumomoooum< emu so mGOfiumuomaxm mo moowwm momammnuoazz omQEHOMmom mo huaummna I ounmauomuom mo muaamsc I ousvomm ou commune: xuwamnuomsm I - ounmvnouu< I Hm>u>w=m now I macaquuuumm ou mommauon umoaufiaaoo Ammoqumufimmwuo unmamoao>on umoumo I, macaw xufiamom uxmumoo now I umoumoo now I oomofiuoexm xuos .m muawfim mooumo I axounoo now I unoumoo now I meoHumuuoaxm mouumquouomummo NMPZM A4> moosmwwo 5.2 4.9 1.0 5.5 5.3 .88 5.0 4.9 1.1 4.7 4.5 1.1 4.8 4.6 1.2 5.6 5.4 .83 "4.9 4.8 1.3 4.3 4.0 1.5 5.4. 5.2 1.0 4.9 4.9 1.4 128. 106. 59. 42 computed by averaging the scores of respondents who worked on clerical jobs (including bank tellers). (b) JDS (Job Rating Form) The Job Rating Form is a companion instrument of the JDS, designed specifically for use in collecting assessments of job characteristics by individuals who do not work on the job (Hackman and Oldham, 1974). This survey instrument is useful in determining if the employee and the super- visor have similar perceptions of the employee's job. A copy of the JDS (Job Rating Form) is included in Appendix A. Usually it turns out that the shape of the job characteristics pro- files provided by supervisors and by job incumbents are quite similar, with supervisors having a somewhat more optimistic view of the motivating characteristics of a job than do the job incumbents (Hackman and Oldham, 1980. (c) Teller Survey From the preliminary study, three areas of concern emerged; (1) how promotions within teller ranks were decided, (2) what it took to move from teller ranks into management, and (3) how pay increases are deter- mined. Accordingly, the Teller Survey was designed containing specific items to tap tellers' perceptions of these three areas. 4 For example, one question asked: "If a teller wants a promotion, he/ she needs to ...,” with possible responses including such factors as: seniority, education, good interpersonal relationships with one's boss and one's co-workers, good ratings on performance reviews, few customer complaints, few "teller differences," etc. Tellers were asked to rate each of the possible responses using a seven-point Likert-type scale 43 ranging from "very inaccurate" to ”very accurate," with ”uncertain” as the mid-point. A copy of the Teller Survey is provided in Appendix A. The 22-item questionnaire was broken down into three scales: promo- tions, movement into management, and pay increases. The internal consis- tency reliability (coefficient Alpha) of the scales ranged from .49 for promotion and movement into management to .60 for pay increases. The in- ternal consistency of the instrument as a whole was .72 (see Table 10). Table.10 Internal Consistency Reliability for Teller Survey Coefficient Scale Item # Alpha Promotions 1-8 .49 Movement into Management 10-14 .49 Pay Increases 16-22 .60 Overall 1-22 - .72 The Teller Survey was scored by comparing a teller's responses with "organizational reality,“ and computing a coefficient of correctness" for each of the three areas (promotion, movement into management, and pay increases). To obtain a measure of "organizational reality," copies of the Teller Survey were sent to two senior executives in each of the em? ployment, training and development, and operations sections of the Bank. These executives were chosen because of their knowledge of, and involve- ment in the hiring, training, placement, appraisal, and career develop- ment of the tellers. These executives were asked to fill in the "cor- rect" answer to each item. The meaning of "correct" was actual B325 practice, not formal policy. These data were collected and a group 44 meeting was arranged to discuss the results. Table 11, Column I summa- rizes the responses of these executives. At the group meeting, the exec- utives were given a listing of each of the executives' responses to the survey. They then discussed each item in an attempt to reach a consené sus. Column II of Table 11 lists the consensus responses. At this meet- ing, some of the executives revealed that they were not familiar with ac- tual Bank practice for each area. This lack of familiarity is reflected in the changes from individual to consensus responses for some of the it- ems in Table 11. The group was unable to reach a consensus on items 18 and 20, which were dropped from the analysis. The consensus responses (Table 11, Column II) were used as the standard of organizational reality in determining the correctness of each teller's responses. A coefficient of correctness was computed by comparing each teller's responses to this measure of organizational reality, and an absolute dif- ference score obtained. These absolute differences were then summed for each of these scales (promotions, movement in management, and pay in- creases), and averaged. This yielded a ”coefficient of correctness" mea- sure of one's beliefs. The coefficient of correctness can range from zero, representing very accurate perceptions, to a high of 6 which repre- sents very ipaccurate perceptions. 4. Diagnostic Design The Teller Survey was designed to measure career expectations and perceptions of tellers with respect to how promotions are awarded, how to move into management, and how pay increases are determined. Using a cross-sectional design, the Teller Survey was administered to newly hired tellers prior to entering the organization, to newcomers who had just 45 Table 11 Organizational Reality ("Correct Responses to the Teller Survey) I I II Indiyidual Responses Consensus Item X SD Response Promotion 1 6.0 2.0 6 2 6.0 O 6 3 6.3 0.5 6 4 5.7 1.0 6 5 2.6 1.7 2 6 6.0 0.6 6 7 6.0 0.6 6 8 (a) 1.3 0.5 1 Movement into Management 10 5.7 2.3 7 11 3.7 2.6 1 12 4.3 2.3 1 13 2.2 1.6 1 14 (a) 4.2 1.7 1 Pay Increases 16 6.3 0.8 6 17 5.8 1.0 5 18 3.8 2.9 (b) 19 3.5 2.2 5 20 2.2 1.8 1 21 6.7 0.8 7 22 (a) 4.5 1.2 (b) (a) Items 9, 15 & 23 were "Other, please explain" and were not scored. (b) No consensus could be reached on these times, so they were dropped from the analysis. ‘ 46 completed orientation, to newcomers just completing the three week train- ing program, and to tellers who were already working in the organization. These tellers who were already in the organization were randomly selected from each branch. (That is, two tellers from each of the 108 branches were randomly selected to participate in the survey. The Job Diagnostic Survey (JDS), developed by Hackman and Oldham (1974), was used to determine how tellers perceive the actual work they do. The JDS was administered to the tellers who had been randomly se- lected from each branch. It was not administered to newcomers who had not commenced work in the branches, since such individuals had not yet experienced the teller's work. The two questionnaires were personally administered to the new em- ployees and the tellers who had been randomly selected from the branches. This face-to-face administration made it possible for the respondents to be personally identified for comparison purposes. The questionnaires were administered by university personnel who promised anonymity to the subjects. These two survey instruments were also administered by mail to all 'other tellers employed by the Bank. Table 12 illustrates the number of individuals included in the sur- vey, and the questionnaires completed. The responses of tellers to whom the questionnaires were administered face-to-face were compared to those of the tellers who received the questionnaires through the mail. No sig- nificant differences were found between the responses of the two groups. Accordingly, the results of the diagnosis will be discussed for the total number of subjects who completed the surveys. 47 A modified version of the JDS, called the JDS (Job Rating Form), was administered by mail to the 108 branch managers; 79 managers returned the completed questionnaires. The JDS (Job Rating Form) was designed to de- termine how the branch managers perceive the tellers' job. Table 12 Diagnostic Questionnaire Administration Job JDS Teller Survey Diagnostic Job Rating Survey, Form Administered Face-to-Face 335 1 179a Administered by Mail 550 550 79 Total Completed 885 729 79 aNew employees who had not commenced work in the branches did not com- plete the JDS. , 5. Results of Diagposis The theory developed in Chapter One, and illustrated in Figure 3, identified four categories of antecedents of organizational commitment: (a) job content expectations and perceptions, (b) job context expecta- tions and perceptions, (c) career expectations and perceptions, and (d) personal characteristics. The results of the diagnostic study will be discussed with regard to each of these categories. (a) Job Content Expectations and Perceptions The Job Diagnostic Survey was only administered to the tellers who were already working in the branches. Sections One and Two of the JDS focus on the actual work that the teller does, as compared with other facets of the company. Table 13, Column I summarizes the tellers' 48 responses regarding job content perceptions.2 The seven job dimensions are summary measures calculated from the responses to items in Sections One and Two of the JDS (see Hackman & Oldham, 1974). Scores may range from a low of 1, indicating that only a minimal amount of the dimension Table 13 Job Content Perceptions Job Tellers' Perceptions ClericaIINormsa Dimensions _. (n - 729) _(n - 255) t X SD X SD Skill Variety 4.1 1.3 4.0 1.3 1.06f Task Identity 4.9 1.3 4.7 1.2 2.24d Task Significance 5.6 1.1 5.3 1.1 3.74c Autonomy 4.1 1.2 4.5 1.2 -4.57c Feedback from Job 5.3 1.2 4.6 1.3 7.53c Feedback from Agents 4.2 1.5 4.0 1.4 1.92e Dealing with Others 5.7 0.9 5.2 1.1 6.52c Motivating Potential Scoreb 111. 55. 106. 59. 1.18f aSee Oldham, Hackman & Stepina (1979). bMotivating Potential Score (MP8) is a single index that reflects the overall potential of the job to foster internal work motivation on the part of job incumbents. That is: Skill + Task + Task Job MPS . Variety Identity Significance x Autonomy x Feedback 3 Ce p < 0005, do p < .01, e. p < .025, f. p a N.S. 2Since the JDS was only administered to tellers already working in the branches, the job content expectations of outsiders and newly hired employees were not measured. 49 is present in the job, to a high of 7, a substantial amount. Column II of Table 13 lists norms for clerical work (see Table 9 of this chapter). Table 14 provides a breakdown of job content perceptions by the teller's length of tenure, as follows: Newcomers -- new employees with less than four months tenure, Insiders -- employees with more than four months, but less than two years in the Bank, and Old-timers -- those with more than two years. This analysis indicates relatively consistent job content perceptions over length of tenure. Only two job dimensions Table 14 Effect of Tenure on Job Content Perceptions -_ I _ II III IV Job Newcomersa Insidersb Old Timersc Correlationd Dimensions (n.- 42) (n'- 224) (n.- 463) r X SD X SD X SD Skill Variety 4.2 1.5 3.9 1.2 4.2 1.4 .07 Task Identity 5.0 1.1 4.8 1.4 4.9 1.3 Task Significance 5.5 1.1 5.5 1.1 5.6 1.3 Autonomy 4.0 1.1 4.1 1.3 4.1 1.2 Feedback from Job 5.5 1.1 5.3 1.2 5.3 1.1 Feedback from Agents 4.7 1.8 4.3 1.6 4.2 1.5 -.06 Dealing with Others 5.6 0.9 5.7 0.9 5.7 0.9 M.P.S. 114. 57. 107. 52. 113. 56. aNewcomers -- New employees with Less than four months tenure. bInsiders -- Employees with more than four months, but less than two years tenure cOld-timers -- Employees with more than two years tenure. dOnly significant (p < .05) correlations are shown. wit bra Dim: a. the 50 (skill variety and feedback from agents) had any significant correlation with job tenure (r - .07, p < .05; and r - -.06, p < .05 respectively). Table 15 indicates that for all job dimensions except autonomy, branch managers rated the job higher than did the tellers. This fact .suggests that, to the extent that they are involved in the hiring pro- cess, branch managers may be inaccurately describing the tellers' job to job applicants. Consequently, new employees may join the Bank with in- flated expectations regarding the content of their work. Table 15 Managers' Perceptions of Job Content of Tellers' Job Managers' Tellers' Job Perceptions . Perceptions Dimensions ‘(n - 79) (n . 729) X SD X SD t Skill Variety 4.6 1.2 4.1 1.3 3.5a Task Identity 5.3 1.2 4.9 1.3 2.6b Task Significance 5.9 1.0 5.6 1.1 2.5b Autonomy 3e9 1.1 4.1 102 -1090' Feedback from Job 5.7 0.9 5.3 1.2 3.0a Feedback from Agents 5.7 0.8 4.2 1.5 8.2a Dealing with Others 5.9 0.9 5.7 0.9 2.3c M.P.S. 119. so. 111. 55. 1.2d a. p < 0001, be p < .01, Co I) < 005, do N.S. (b) Job Context Expectations and Percecptions Sections three, four, and five of the JDS provide measures of affec- tive outcomes and context satisfactions. Hackman and Oldham's (1974) de: tic as cle Tat nen rit ins Dime Affe A") It Gr Cent 30 Pa Co. ‘ fleasu: 51 description of these dimensions is consistent with this writer's defini- tion of job context factors. Table 16, Column I summarizes the tellers' job context perceptions, as obtained from the JDS. Column II of Table 16 lists the norms for clerical work. When the responses were broken down by length of tenure, Table 17, it was found that the tellers' affective responses to most di- mensions of the job context decreased. The main exception was job secu- rity which was significantly higher for newcomers and old-timers than for insiders. Table 16 Job Context Perceptions I II Job Tellers' Perceptions Clerical Normsa Dimensions -_ (n - 729) _(n - 255) t X SD X SD Affective Outcomes General satisfaction 4.6 1.1 4.5 1.1 1.25c Internal work motivation 5.8 0.8 5.4 0.8 6.86b Growth satisfaction 4.9 1.2 4.6 1.2 3.43b Context Satisfactions Job Security 5.2 1.3 4.3 1.3 4.22b Pay 4.1 1.6 4.0 1.5 0.90c Co-workers 5.6 0.9 5.2 1.0 5.63b Supervisor 4.9 1.4 4.9 1.4 0 a. See Oldham, Hackman & Stepina (1979). b. p < .005 c. p - N.S. (c) Career Expectations and Perceptions Each teller's responses to the Teller Survey were compared to the measure of organizational reality and an absolute difference score was 52 obtained. These absolute differences were summed for each of the three scales (promotions, movement into management, and pay increases), and averaged. This yielded a ”coefficient of correctness” measure of one's beliefs. The sample of 885 subjects is distributed by stage of entry or length of tenure as follows: Entrants -- those in the one-day orienta- tion session, Newcomers -- those in the 15 day training program or with less than four months tenure, Insiders -- those with more than four months, but less than two years in the organization, and Oldrtimers -- those with more than two years tenure. Table 17 Effect of Tenure on Job Context Perceptions I II III IV Job Newcomers Insiders Old Timers Correlationa Dimensions (n - 42) (n_- 224) (n.- 463) X SD X SD X SD r Affective Outcomes General satisfaction 5.0 1.0 4.5 1.1 4.6 1.1 -.O6b Internal work motivation 5.8 0.8 5.8 0.8 5.8 0.8 Growth satisfaction 5.5 0.9 4.9 1.2 4.9 1.2 —.06b Context Satisfactions Job Security 5.3 1.1 5.0 1.3 5.3 1.3 .oob Pay $00 1.4 4.0 105 400 106 -009c Co-workers 5.7 0.8 5.5 0.9 5.6 0.9 Supervisor 5.6 1.2 5.0 1.3 4.8 1.5 -.13d aOnly significant correlations are shown. c p < .01 b p < .05 d p < .001 an 28 re: hov Pay aThI acc pet Gate tion and thes PQrc ties Zatic 53 Table 18 lists the coefficient of correctness of career expectations and perceptions for the total sample. This coefficient can range from zero, representing very accurate perceptions, to a high of 6, which rep- resents very ipaccurate perceptions. Table 18 Correctness of Career Expectations & Perceptions Career Coefficient of Correctnessifi Dimension __ (n 8 885) X SD Promotions 1.18 0.58 Movement into Management 3.89 ‘ 0.96 Pay increases 1.50 0.61 aThe coefficient of correctness can range from zero, representing very accurate perceptions, to a high of 6, which represents very ipaccurate perceptions. When broken down by organizational tenure (Table 19), results indi- cate that at point of entry the new employees have inaccurate expecta- tions regarding career opportunities (that is, movement into management) and how pay increases are determined. An individual's perceptions in these two areas tend to become more accurate over time. However, the perceptions of Insiders and Old-timers with regard to career opportuni- ties were still significantly inaccurate. The promotions scale did not show any trend associated with organi- zational tenure. These teller beliefs were initially accurate (X'- 1.1), so that there would be little trend expected. ana; P10} Part gala to h N Were Subie Y fEarS 54 ‘Table 19 Correctness of Career Expectations & Perceptions by Tenure Career Entrants Newcomers Insiders ‘Old-timers Corre- ANOVA Dimensions (2 - 88) (3" 110) (n - 224) (2.: 463) lation X SD X SD X SD X SD r p Promotions 1.1 0.32 1.1 0.46 1.2 0.56 1.2 0.64 .05a < .30 Movement into Management 4.4 0.75 4.1 0.80 3.9 0.87 3.7 1.03 -.21b < .001 Pay increases 1.8 0.62 1.5 0.58 1.4 0.60 1.5 0.61 -.13b < .001 a p ' .07 b p1< .001 (d) Personal Characteristics In addition to length of tenure, which has already been discussed, analyses were performed to test the possible moderating effects of i) em- ployment classification, ii) sex, iii) age, iv) education, v) race, and vi) marital status of the subjects.. Employment Classification - Most tellers commence as hourly, or part-time employees. Bank policy is to promote an hourly teller to a salaried, or full-time, position when a teller is consistently scheduled to work a full-time week. Of the subjects who reported their employment classification, 400 were hourly and 324 were salaried employees. Sex - Of the subjects whose sex was known, 37 were males, and 691 were females. Age - Age was broken down into 6 categories: under 20 years (45 Subjects), 20-29 years (273), 30-39 years (153), 40-49 years (128), 50-59 years (111), over 59 years (20). 55 Education - Subjects were asked to indicate their level of education which was broken down into 9 catgories, ranging from "some grade school” to "graduate degree." Race, Marital status - Information regarding the marital status and racial background of the subjects was available only for those tellers to whom the questionnaires were administered face-to-face. Of these, 119 were single, 152 married, 10 widowed, l separated and 2 divorced; and 67 were black, 215 were white, and 1 was Spanish-American. Multiple regression analysis was utilized in the investigation of the possible moderating effects of these personal characteristics. The JDS responses and the correctness of career beliefs due to length of ten- ure, employment classification, sex, age, education, race, and marital Status was assessed via multiple regression. The total amount of ex- plained variance due to these personal characteristics is presented in Table 20. As illustrated, the combined effects of these personal charac- teristics account for, at most, 11% of the variance (on the internal work motivation scale). For most of the dimensions, personal characteristics explain less than 5% of the variance. It was concluded that the personal characteristics of the tellers have only a minimal effect on their perceptions of the job content, job context, and career opportunity dimensions of the tellers' job. 6. Summary of Chapter Two This chapter has described the research site and the diagnostic study which preceded the experiment. Following informal interviews of selected tellers, one questionnaire, the "Teller Survey,’ was designed and a second questionnaire, the "Job Diagnostic Survey,’ was selected to 56 Table 20 Effect of Personal Characteristics on Perceptions Dimension ‘ Explained Variancea Job Content Skill Variety .071 Task Identity .010 Task Significance .049 Autonomy ' .013 Feedback from Job .028 Feedback from Agents .017 Dealing with Others .015 MP3 .037 Job Context General Satisfaction .079 Internal Work Motivation .110 Growth Satisfaction .091 Job Security .015 Pay .031 Co-workers .029 Supervision .049 Career Promotions .009 Movement into Management .017 Pay Increases .038 aR2 adjusted for number of variables in regression equation. 57 measure the tellers' expectations and perceptions. A third question- naire, the ”JDS (Job Rating Form)," was used to measure the branch man? agers' perceptions of the tellers' job. The diagnostic study was conducted to measure the expectations of newly hired tellers and the perceptions of experienced tellers. Branch managers were surveyed to obtain their perceptions of the tellers' job. The diagnostic study identified career expectations of newly hired tellers and career perceptions of experienced tellers which were inaccu- rate. These career beliefs became more accurate as the individual's ten- ure in the organization increased. Significant differences were found between the tellers' perceptions of their job and the branch managers' perceptions of the tellers' job. The tellers' perceptions of their job were measured to provide input for a realistic job preview which will address job content expectations, job context expectations, and career expectations. The design of the ex- periment, including the realistic job preview, will be the subject of Chapter Three of this dissertation. CHAPTER THREE Design of Experiment This chapter describes the research design for the present experi- ment. After a review of the purpose for the experiment, the various comr ponents of the experiment are discussed. This discussion includes: mod- ifications to the Bank's selection procedures, the preview booklets de- signed, and the instruments used to collect data. 1. Outline of Experiment The purpose of this present experiment is to study the effects of realistic information supplied to job candidates during the selection process. The independent variable is the amount of realism concerning job content, job context, and career opportunities that is included in a job preview. The dependent variables are organizational commitment, and commitment-related behaviors. The theory underpinning this research is discussed in Chapter One and illustrated in Figure 3. This experiment has been conducted entirely within a single organi- zation, a large bank. The research site has been described in Chapter Two. An agreement to conduct this experiment was reached in March 1980, using newly hired bank tellers as the subject sample. The experiment was to consist of two basic components. The first was a study of the effects of realistic information supplied to job candidates during the selection process. The second component was the collection of data on 58 HI be C0 59 organizational commitment, and commitment-related behaviors during the first two months in the organization. The basic design of this research is experimental. This design re- quired a) modifications to the Bank's selection procedures, b) the prepa- ration of a ”Realistic Job Preview” booklet and a "Control” booklet, and c) the preparation of survey instruments to monitor the job applicants' behavior, and to measure the new employees' expectations, perceptions, commitment, and commitment-related behaviors. This chapter will describe each of the components of this experi- mental design. 2. Selection Procedures At the commencement of the experiment, the organizational entry pro- cess was standardized, as much as possible, to permit each subject to ex- perience a common entry procedure, with the type of preview being the on- ly difference between the two groups of tellers who were hired. (a) Application As illustrated in Figure 4, job candidates may commence the entry process at either a branch or at the main office employment department. If an applicant first applies for a position at a branch office, the ap- plicant will complete an application blank which will be sent by the branch manager to the main office employment department. Some branch managers will interview the applicant prior to sending the application blank to the main office. If the applicant meets minimum requirements, and there is a vacancy at a branch near the applicant's home, the main office employment department will invite the individual to a screening interview at the main office. _-_..u_ . WI. KIM; WK 6C) BRANCH MAIN OFFICE Candidate completes application blank Candidate completes application blank I 1 + + Candidate invited Screening to main office ' Interview II + Candidate given preview Testing 1 + Interview employment Reject Q .....- orientation (1 day) l + training (3 weeks) ._J + Commence work I Remain W Control Booklet, or Realistic Booklet Self Selection Job Acceptance Attend Orientation Questionnaire #1 Terminations, Resignations Questionnaire #2 after 5 weeks on the job Performance, punctuality, attendance, job survival Figure 4. Organizational Entry Process 1r. th tr Th. he! 11.12 61 If the job candidate first applies at the main office employment de- partment, the individual will be asked to complete an application blank. If the Bank has vacancies for tellers, the applicant will be interviewed. (b) Screening Interview At the first interview, the interviewer will review the application blank, and through questions, will determine if the applicant meets the minimum qualifications for a teller position. If the applicant is quali- fied, he/she will be handed a preview booklet with the following instruc- tions: This booklet describes the tellers' job, read it carefully. Then if you are still interested in becoming a teller, please return to this office at (time) for testing. (c) Experimental Treatments All candidates for the teller position who were included in this study were assigned to one of two treatments: the control booklet, or the realistic booklet. The treatment that a particular subject received was dependent upon the "hiring period” during which the person applied. The Bank's training and development department had scheduled the dates _ upon which teller training classes would begin and specified the number of newly hired tellers to be included in each class. A ”hiring period” is that period of time immediately preceding a teller training class dur- ing which the employment department will be selecting individuals for that class. Table 21 illustrates the hiring periods, orientation dates, training classes, and treatments received for the period of this study. The researcher decided against randomly assigning subjects to the treat- ments, as this would result in both booklets being used during each hir- ing period. The effect of the treatment could then become contaminated 62 when the newcomer associated, during orientation and training, with the other newly hired tellers who had received a different treatment. TABLE 21 Groups Included in Experiment Group Hiring Period Orientation First day Treatment n f of Training of Group 1 6/12 - 7/4/80 7/7/80 7/8/80 Realistic 15 2 7/7 - 7/29/80 7/30/80 7/31/80 Control 18 3 7/30 - 8/21/80 8/22/80 8/25/80 Realistic 22 4 8/22 - 9/16/80 9/17/80 9/18/80 Control 23 5 9/17 - 9/23/80 9/24/80 9/25/80 Control 12 6 9/24 - 10/13/80 10/14/80 10/15/80 Control 22 7 10/14 - 11/4/80 11/5/80 11/6/80 Realistic 19 8 11/5 - 12/1/80 12/2/80 12/3/80 Control 19 9 12/2 - 1/12/81 1/13/81 1/14/80 Realistic ._18 168 The content of the preview booklets is described later in this chapter. (d) Hiring If the job candidate returned for testing, met the Bank's minimum test score requirements, and performed adequately at the subsequent in- terview, and if there was a job opening at a branch convenient to the candidate's home, a job offer was made. If the individual accepted the offer, he/she would be scheduled for the one day orientation and three week training program prior to commencing work as a teller in a branch. At any time during orientation or training, the individual could resign 63 or be terminated. Once commencing work in a branch, the teller may also resign or be terminated. (e) Data Collection As illustrated in Figure 4, data were collected at different stages of the entry process. .It was recorded 1) to which preview group the job candidate was assigned, ii) if the job candidate self-selected out of the entry process after receiving a job preview, iii) if the applicant ac- cepted a job offer, iv) if the hiree followed through and attended the orientation program, and v) if the new employee resigned or was termi- nated during training. Two questionnaires were administered to the subjects. The newcomers completed Questionnaire #1 before orientation. This was personally ad- ministered by University personnel who promised anonymity to the sub- jects. Questionnaire #2 was mailed to the tellers two months after join- ing the Bank (that is, after three weeks in teller training and approxi- mately five weeks of working in the branch). The tellers were asked to return these, in pre-addressed, postage-paid envelopes, to the Univer- sity. The subjects' names were written on both questionnaires for com- parison and identification. These questionnaires are described later in this chapter. Job performance, punctuality, attendance, and job survival data were recorded during the first five weeks of each subject's tenure in the branch. Biographical data, including sex, age, martial status, race, ed- ucation, employment classification, and test scores of each subject were recorded. Self selection data were collected during the hiring process. PC a1 b0 te the fix the boc tom t102 €er 64 3. Job Previews Using the information from the diagnostic study two "preview” book- lets were written: a ”Realistic Job Preview” (RJP) booklet, and a ”Con- trol” booklet. The RJP booklet contained very specific information re- garding job content, job context, and career opportunities of the teller position. Alternatively, the Control booklet contained primarily gener- alized information about the teller position. For example, the Control booklet listed the pay ranges for tellers, the RJP also included the cri- teria by which pay increases are determined; the Control booklet listed the teller categories (Teller, Senior Teller, General Teller, Administra- tive Teller), the RJP booklet listed the number of positions in each of these categories and stated that promotions don't come fast; the RJP booklet described some negative aspects of dealing with the Bank's cus- tomers, the Control booklet contained no such negative information. Drafts of both preview booklets were distributed to executives in each of the employment, training and development, operations, compensa- tion and benefits, and employee relations departments of the Bank. These executives suggested changes which were incorporated, as appropriate, in a second draft. After agreement had been reached with these executives on the content and format of the preview booklets, a final draft was sent to the Senior Vice President, Personnel, who approved both booklets. Copies of both booklets are included in Appendix B. Table 22 summarizes the areas addressed in the preview booklets. Fifty organization behavior students read both booklets to identify their respective impacts on job applicants. These differences will be dis- cussed in section 4 of this chapter, in an analysis of the survey instru- ments used to measure the new employees' expectations. 65 TABLE 22 Comparison of Preview Booklets RJP Booklet Control Booklet Tepic Information Information Training Training described Not mentioned Failure rate Work Banking transactions Banking transactions Accuracy important Working under pressure Manager schedules work Customers Courtesy required Courtesy required Rude customers ' Career Promotion criteria The various teller Opportunities Promotion rates positions described How to move into branch management Compensation Pay rates Pay rates How increases are Employee benefits determined Employee benefits Summary of Included Not included Major Points 4. Data Collection Instruments In this section, the instruments used to collect data during the ex- periment will be described. Questionnaire #1 was administered on the new employees' first day in the organization, prior to orientation. Ques- tionnaire #2 was administered approximately two months after the person joined the organization. The performance appraisal was completed by branch managers after the teller had spent five weeks working in the branch. Biographical data was provided for each subject by the personnel department. Self selection data was collected by the employment depart- ment. 66. (a) Questionnaire #1 Questionnaire #1 was administered to newly hired tellers at Orienta- tion by University personnel who promised anonymity. The questionnaire is included in Appendix C, and is in five sections. Section One measures the new employee's job content and job context expectations. In addition to the five JDI subscales, discussed in Chap- ter One of this dissertation, two new subscales, ”Customer" and ”Teller Training” were included. The ”Customers” subscale consists of 12 items (Table 23). The internal consistency reliability (coefficient Alpha) of this subscale was .83. The ”Teller Training" subscale consists of 12 items. Since the internal consistency reliability (coefficient Alpha) was less than .1, this subscale was dropped from the analysis. TABLE 23 Customers Subscale Annoying Friendly Easy to work with Unreasonable Rude Grateful Discourteous Tough to please Helpful Pleasant Impatient l2 |2 IN ls l2 I2 |~ l2 la la ls l2 Expecting too much 67 To measure the expectations of new tellers regarding job content and job context, the instructions of the JDI were reworded. The tellers were asked to indicate if the adjective describes what they realistically 35f pected the job to be like. The scoring techniques for the JDI subscales are discussed in Smith, Kendall, and Hulin (1969). The scoring for the "Customers” subscale is indicated in Table 23. Fifty college students in an introductory organizational behavior class were formed into eighteen groups of two or three people. Each group was instructed to read both the Control and RJP booklets to identi- fy where the booklets will have a different impact on a job candidate's expectations. The groups were then asked to check which items in Section One of Questionnaire #1 they would expect an ”RJP" subject to answer dif- ferently from a “Control” subject. The number of items checked in each of the subscales was computed. Table 24 lists the responses of these students. This data suggests that the experimental and control groups can be expected to respond differently on the work, promotion, and cus- tomer subscales of Section 1. Little or no differences can be expected on the pay, co-workers, and supervision subscales. The ”pay” information was identical in both booklets,3 while "co-workers" and ”supervision" were not discussed in either booklet. Section Two of Questionnaire #1 measures the tellers' career aspira- tions and their perceptions of organizational career facilitation. This data does not form a part of this dissertation, and will not be discussed here. 3The JDI address the amount of pay, not pay increases which was dis- cussed differently. 68 TABLE 24 Differential Impact of RJP -v- Control Booklets “Different: Items (s) Subscale Total Number ._ (n - 18) of Items X SD Work 18 6.8 3.5 Pay 9 1.1 0.9 Promotion 9 5.3 2.5 Co-workers 18 0.2 0.5 Supervision 18 2.4 . 2.1 Customers 12 8.4 3.0 (a) Students identified the number of items in each subscale that was treated differently in the two booklets. The new employees' career expectations are measured in Section Three which is titled ”Knowledge of Bank Policies.” The items in this section were written to ascertain the accuracy of new employees' expectations regarding promotions within the teller ranks, becoming a Branch manager, and how pay increases are determined. The items were written based upon the findings of the diagnostic study. For example, one question asked: "If a Teller wants a promotion to Senior Teller he/she needs to ...," with possible responses including such factors as: discussing it with the manager, a commendable rating on the written performance review, education, seniority, few mistakes, popu- larity with management and customers, etc. Tellers were asked to rank gash of the responses using a five-point scale, ranging from ”not at all accurate" to ”very accurate.” 69 The 24—item questionnaire was broken down into three scales: promo- tions, branch management, and pay increases. The internal consistency reliability (coefficient Alpha) were promotions - .71, branch management - .45, and pay increases - .75. This section of the questionnaire was scored by comparing a new emr ployee's responses with ”organizational reality,” and computing a "coef- ficient of correctness” for each of the three scales. Three approaches were used to obtain a measure of "organizational reality”: 1) The "offi- cial” bank policy was obtained by asking the executive responsible for the career development of tellers to complete section 3 of this question- naire. His response is shown in column I of Table 25. ii) Copies of section 3 of Questionnaire #1 were mailed to a random sample of 30 of the Bank's branch managers who were asked to fill in the "correct” answers to each item. The meaning of "correct" was actual Bank practice, not formal policy. Table 25, column II summarizes the responses of the 26 managers who returned the survey. iii) Fifty college students in an introductory organizational behavior class were formed into eighteen groups of two or three people. Each group was asked to read the RJP booklet and answer section 3 of this questionnaire based upon the information contained in the booklet. A summary of their responses is given in column III of Table 25. After an analysis of the three sets of responses, a "correct" re- sponse was determined by averaging the three sets of responses, and drop- ping those items where the difference between the highest and lowest score was greater than 1.5. The "correct” responses used in caculating the ”coefficient of correctness" are listed in column IV of Table 25. 70 -TABLE 25 Career Realities IV III Independent Readers' II Branch Managers' ”Correct" Response Response Response ”Official” Career Dimension (n - 18) SD R (n - 26) If Response SD Item #1 Promotion ) \I 2448442411433 I.\ I.\ 84hhh82464hq/0998 1000.111100nw00nw1 589832882253 240.Am24040.1414040.3 62.1211002nw980000 .0. O 11.10.1111..O.O..11.. 290.nw10.39u80n.16. 33MLhm/h2441322 2441144241312 1234567890 1 Branch Management 61138 0000 0 443.12 24220 00000 11111 (072th 323.21% 422.15 13 14 15 16 17 Pay Increase ) ) 3313.148 ( ( 33.13151 18 19 20 22 23 24 21 (a) These items were dropped from the analysis due to the differences in reponses. 71 The ”coefficient of correctness” was computed by comparing each new employee's responses to this "correct” response, and an absolute differ- . ence score obtained. These absolute differences were then summed for each of the three scales, and averaged. This yielded a ”coefficient of correctness" measure of one's expectations. The coefficient can range from zero, representing very accurate expectations, to a high of 4 which represents very ipaccurate expectations. Section Four of Questionnaire #1 contains the 15-item Organizational Commitment Questionnaire, previously discussed in Chapter One, plus nine items written to measure specific attitudes regarding the Bank. Table 26 indicates how these items were scored. The tellers were asked to indi- cate the degree of their agreement or disagreement with each of the 24 items in section four, using a sevenxpoint Likert-type scale, ranging from "strongly disagree” to ”strongly agree” with ”neither disagree nor agree" as the midpoint. TABLE 26 Scoring Section 4 "Work Attitudes" of Questionnaire #1 Scale Item # (a) Reliability Commitment 1 - 15 .40 Desire to Remain 11(R), 21, 22(R) .72 Feelings about the Bank 18(R), 19 .77 Feelings of Honesty 20 - Concern for Job Match 16, 17, 23 .59 Job Pressure 24 - (a) The responses to the items in each scale were summed and averaged. (R) indicates a reverse-scored item. fa EC pf St QUI t101 dat here Bard 72 Section Five asks the tellers whether they or any member of their family have previously worked at this Bank. If a person responded ”yes” to the question ”Have you ever previously worked for this Bank?" that person was eliminated from the study. (b) Questionnaire #2 Questionnaire #2 was administered to tellers approximately two months after they entered the organization. The questionnaires were mailed to the tellers, who were instructed to return them by mail to the University. Of the 168 tellers who completed Questionnaire #1, 127 or 76% were still employed as tellers after two months. Of these, 79 or 622 returned Questionnaire #2. A copy of Questionnaire #2 is included in Appendix C. This questionnaire is in five sections. Section One measures the tellers' perceptions of job content and job context. As in Questionnaire #1, the five JDI subscales are used in addition to two new subscales, ”Customers” and ”Teller Training." The ”Customers" subscale consists of 12 items (Table 23), and has an internal consistency reliability (coeffi- cient Alpha) of .83. The ”Teller Training” subscale consists of 12 items, but since the internal consistency (coefficient Alpha) was .17, this subscale was dropped from the analysis. The scoring technique for this section has been described earlier in this section. Section Two of Questionnaire #2 measures the tellers' career aspira- tions and their perceptions of organizational career facilitation. This data does not form part of this dissertation, and will not be discussed here. Section Three measures the tellers' knowledge of Bank polices re- garding promotions within the teller ranks, becoming a branch manager, 73 and how pay increases are determined. These items are also included in Section Three of Questionnaire #1, and their deve10pment and scoring have already been discussed. Section Four of Questionnaire #2 contains the 15-item Organizational Commitment Questionnaire, previously discussed in Chapter One, plus six- teen items written to measure specific attitudes towards the Bank. Table 27 indicates how these items will be scored. Subjects are instructed to indicate their degree of agreement or disagreement with each of these 31 items, using a Likert-type scale, ranging from ”strongly disagree” to ”strongly agree” with “neither disagree nor agree” as the midpoint. Items 32-37 of Section Four measure the tellers' perception of the Bank's customer service and the source of their knowledge about the tellers' job. These items are not discussed here, and do not form a part of this dissertation. TABLE 27 Scoring Section 4 "Work Attitudes" of Questionnaire #2 Scale Item # (a) Reliability Commitment 1-14, 16 .54 Desire to Remain 11 (R), 26, 28(R) .83 Feelings about the Bank 21(R), 22 .57 Feelings of Honesty 25 - Concern for Job Match 17, 19, 29 .46 Job Pressure 30 - Perceived Competence of 15, 18, 20, 23, .88 Branch Manager 24, 27, 31 (a) The responses to the items in each scale were summed and averaged. (R) indicates a reverse-scored item. 74 (c) Performance Appraisal After the tellers had completed at least five weeks working in the branches, the respective branch managers were asked to provide informa- tion about the tellers' performance during their first five weeks. The managers were mailed a form which requeSted objective data regarding the number of days scheduled to work, days absent, days late, number of cus- tomers served, number of differences (that is, the number of days out of balance), and the cumulative difference amount. The managers were also asked to rate the tellers' overall performance on a 10-point scale rang- ing from "fair” to ”outstanding.” A copy of this form is included in Ap- pendix C. To determine the behavioral outcomes of the subjects (see Fig- ure 3), the performance appraisal data and the following formulae were used:. Decision to Produce 1) Quantity - No. of customers served/No. of days scheduled ii) Quality - No. of differences/No. of days scheduled Decision to Participate 1) Job Survival - was the teller still employed after 2 months? . ii) Punctuality - No. of days late/No. of days scheduled iii) Attendance - No. of days absent/No. of days scheduled (d) Biographical Data At the conclusion of the study, the Bank's personnel department pro- vided biographical data about each of the subjects. The personal charac- teristics included: race, sex, marital status, employment test scores,4 4During selection, job candidates were administered standardized tests which measured mathematical, verbal and clerical skills. In it it PII SEnI Sec: rage Dec: tyPe tiOQ 75 age, and education. If the teller had terminated, the Bank provided a reason for the termination and the teller's length of service. An analy- sis of the tellers in the two treatment groups found that there were no I significant differences between the control and RJP groups based on the race, sex, marital status, test scores, age or education of the employ- 8880 (e) Self Selection The employment department was provided with forms to record the ac- tivities of job candidates as they participated in the entry process. These forms, a c0py of which is included in Appendix C, were used to mon- itor the experiment, and to provide self selection data. Specifically, it was noted if the candidate 1) returned for testing after reading the preview, ii) accepted a job offer, and iii) actually attended orientation after accepting an offer. These data were analyzed to provide self selection information. 5. Summary of Chapter Three This chapter has described the methodology used to conduct the pre- sent experiment. Section 1 of this chapter outlined the experiment. Section 2 described the selection procedures used by the Bank during the research. The entry process was standardized, as much as possible, to permit each applicant to experience a common entry procedure, with the type of preview being the only variable. Two job previews have been prepared and these were discussed. The difference between the two previews was the specificity of the informa- tion included. The focus of the overall research design was to compare pc ti ch 76 these two previews in terms of their effects on self-selection, commit- ment, and commitment-related behaviors. The design included two questionnaires, a performance appraisal re- port, the collection of biographical data, and a measure of self selec- tion. Each of these data collection instruments is described in this chapter. CHAPTER FOUR Results of Experiments This chapter reports the results of the experiment. The expecta- tions of newly hired employees were measured to test the effect of the job previews. Reality shock was computed as the change in new employees perceptions during their first two months in the organization. The ef- fect of reality shock on organizational commitment and subsequent behav- ioral outcomes were measured. This chapter will describe the expectations of entrants, the work experiences of new employees, and their subsequent reality shock. The effects of reality shock are examined. Finally data are presented to test the integrity of Wanous' (1980) Model of the Psychological Effects of the Realistic Job Preview. 1. Expectations of Entrants. The expectations of newly hired employees ("entrants”) were measured using Questionnaire #1 when the subjects first entered the organization. The questionnaire was administered to the entrants at the beginning of the orientation program on their first day at work. (a) Job Content and Job Context Expectations As discussed in Chapter 3, and illustrated in Tables 22 and 24, new employees who received the RJP booklet have been provided with more spe- cific information regarding the work, promotion, and customer dimensions 77 t1 ar WOrk’ 78 ' of their job than employees from the control group. Identical informa- tion was provided to both groups regarding the amount of pay. Co-workers and supervision were not discussed in either booklet. The effect of this differential information is illustrated in Table 28. As expected, significant differences existed between the expecta- tions of respondents in the RJP group and those in the control group re- garding the work, promotion, and customer dimensions of the tellers' job. Pay, supervision, and co-worker dimensions did not reveal significant differences between the expectations of the two groups, further support- ing the hypothesis that the RJP has differential effects on workers' af- fective responses to their jobs. TABLE 28 Job Content & Context Expectations of Entrants Control Group RJP Group t Should the RJP Job _(n - 94) _(n - 74) group have lower Dimension X SD X SD expectations Work 2.17 .39 2.01 .37 2.40a Yes Pay 2.05 .55 1.99 .52 * .62c No Promotion 2.33 .63 2.13 .72 1.79b Yes Supervision 2.14 .30 2.38 .29 .57c No Co-workers 2.70 .35 2.61 .35 1.48c No Customers 1.94 .71 1.64 .64 2.618 Yes an < .01 bp - .07 cms. The participants' responses to the job content and context items were scored as prescribed by Smith, Kendall and Hulin (1969), for the work, pay, promotion, supervision, and co-workers dimensions, and as de- scribed in Table 23 of Chapter 3 for the customer dimension. If a teller 79 responded to at least half of the items on a particular dimension, those responses were scored and averaged. If less than half of the items on a particular dimension were responded to, that person's responses were treated as missing data. Thus, for example, if an individual answered eleven of the eighteen items on the work dimension, those eleven items were scored, summed, and divided by eleven. However, if only eight items on the work dimension were answered, the work dimension for that person would be treated as missing data. The scores listed on Table 28 reflect these averages. Scores may range from zero, representing low expectations, to a high of three, rep- resenting high expectations. b) Career Expectations Table 29 summarizes the correctness of the career expectations of the newly hired employees. The coefficient of correctness is a measure of the accuracy of these career expectations. It can range from a low of zero representing very accurate expectations to a high of 4, which rep- resents very ipaccurate expectations. A description of how this coeffi- cient is calculated was presented in Chapter 3. The RJP booklet contained more specific information regarding career opportunities for tellers. It was hypothesized that the RJP group would have more accurate career expectations, and thus a lower coefficient of correctness for each career dimension than the control group. An analy- sis of the responses of newly hired tellers revealed no significant dif- ferences between the career expectations of new employees in the RJP group and those in the control group (Table 29). The data failed to pro- vide support for his hypothesis. 80 TABLE 29 Correctness of Career Expectations of Entrantsa Career Control Group RJP Group t Should Dimension (n - 94) (n - 74) the RJP _( a) _( a) group be X SD X SD more correct Promotions 1.08 .33 1.19 .28 ' -l.91b Yes Branch Management 1.88 f .62 1.92 .60 -0.44b Yes Pay Increases 1.10 .49 1.05 .44 0.65b Yes 8The coefficient of correctness can range from zero representing very accurate expectations, to a high of 4, which represents very ipaccu- rate expectations. bN.S. 2. Work Experiences of New Employees The work experiences of new employees were measured using Question- naire #2, approximately two months after the tellers had joined the Bank (three weeks in teller training, and five weeks working in a branch). (a) Job Content and Job Context Experiences The job content and job context perceptions of the new employees were measured using the JDI and an additional ”customer” dimension. If an individual responded to at least half of the items on a particular di- mension, those responses were scored and averaged as prescribed by Smith, Kendall, and Hulin (1969) for the work, pay, promotion, supervision, and co-workers dimensions, and as described in Table 23 of Chapter 3, for the customer dimension. If less than half the items on a particular dimenr sion were answered, that person's responses were treated as missing data. Table 30 summarizes the job content and job context perceptions of the new employees after their first two months at the Bank. As expected, 81 significant differences no longer exist between the RJP and Control groups on the work, promotion, and customer dimensions of the tellers' job. Tellers in the RJP group were given more complete information re- . garding these dimensions than those in the Control group, and this dif- ferent preview information was reflected in the expectations of the tell- ers when they entered the organization. As expected, both groups re- ported similar perceptions of these dimensions after two months experi- ence in the Bank. TABLE 30 Job Content & Context Perceptions After 2 months Control Group RJP Group t Job _fin - 46) _£p ' 29) Dimension X SD X SD Work 1.99 .44 1.92 .37 .74b Pay 1.77 .60 1.53 .81 1.48b Promotion . 1.71 .78 1.42 .74 1.60b Supervision 2.60 .31 2.34 .51 2.748 Co-workers 2.64 .35 2.37 .60 2.438 Customer 1.75 .63 1.67 .60 .55b an > .01 bN.s. 0n the other hand, significant differences now exist between the RJP and Control groups on the supervision and co-workers dimensions. No in- formation was contained in either of the preview booklets relating to the supervision and co-workers dimensions, and no significant differences were recorded at the time of entry into the organization. These differ- ences after two months' employment cannot be explained in terms of the intervention used. (bl tel cor can of T fican the C 0f th. 82 (b) Perception of Career Opportunities Table 31 summarizes the correctness of the career perceptions of tellers after two months' employment in the Bank. The coefficient of correctness is a measure of the accuracy of these career perceptions, and can range from a low of zero, representing very accurate perceptions, to a high of 4, which represents very inaccurate perceptions. A description of how this coefficient is calculated is presented in Chapter 3. TABLE 31 Correctness of Career Perceptions After 2 Months8 Career 'Control Group RJP Group t Dimension _fin - 46) .£9 - 33) X SD X SD Promotion 1.14 .34 1.06 .32 .92b Branch Management 1.77 .61 1.81 .61 -.28b Pay Increases 0.99 .53 1.17 .54 -1.38b 8The coefficient of correctness can range from zero, repre- senting very accurate perceptions, to a high of 4, which repre- sents very inaccurate perceptions. bN.s. The analysis of the tellers' career perceptions indicates no signi- ficant differences between the perceptions of the RJP group and those of the Control group. This is about what one would expect since the effect of the RJP is on the expectations of new employees at point-of-entry. 3. Reality Shock Reality shock, in this study, is the difference between the expecta- tions of employees upon entry into the organization and the perceptions of the same employees two months after joining the Bank. Table 32 83 displays the reality shock that occurred for the job content and context dimensions, and the career dimensions. TABLE 32 Reality‘Shock Control Group RJP Group t Should _fin - 46) Sp - 33) RJP group Dimension X SD X SD be lower Job Work .24 .49 .04 .34 1.91a Yes Pay .29 .56 .38 .67 -0.64° No Promotion .58 .78 .51 .76 .37c Yes Supeflision -024 040 -002 052 -10958 NO Co-workers .08 .42 .19 .58 -0.97° No Customer .20 .85 -.14 .74 1.72b Yes Career Promotions .28 .26 .32 .24 -0.60c Yes Branch Management .61 .55 .59 .52 0.20c Yes Pay Increases .48 .32 .41 .33 0.93c Yes ap - 006 bp - 009 cNoSo It was expected that the reality shock experienced by the RJP group would be lower than that experienced by the Control group for the work, promotion and customer dimensions of job content and context perceptions, and for the promotions, branch management and pay increases dimensions of career perceptions. Since both preview booklets contained identical information about the amount of pay, and no information regarding super- vision or co-workers, both the RJP and Control groups were expectd to ex- perience the same degree of reality shock on these three job dimensions. 84 As illustrated in Table 32, amongst the job dimensions, the work, supervision, and customer dimensions have close to significant differ- ences between the reality shock of the Control and RJP groups. This pro- vides partial support for the hypothesis, as the expected differences on the promotion dimension was not achieved. Where reality shock is indi- cated as negative (the supervision dimension, and the customer dimension for the RJP group), the actual job experienced was more favorable than expectations. No significant differences appeared between the reality shock re- lated to any of the career dimensions of the Control and RJP groups. This is contrary to the hypothesis that the RJP subjects would experience significantly less reality shock on the three career dimensions than sub- jects in the Control group. 4. Effect of Reality Shock on Commitment The first hypothesis, discussed in Chapter One, stated that a new employee's commitment to the organization would be inversely proportional to the extent of the reality shock experienced when expectations do not match reality. The present study provided support for this hypothesis. As illustrated in Table 33, significant relationships exist between reality shock and commitment on four of the job dimensions. 0f the career dimensions, only on the branch management dimension is there close to a significant correlation between reality shock and commitment. 85 TABLE 33 Effect of Reality Shock on Commitment Dimension Commitmenta (n . 79) r Job Work -.31¢ Pay -0 30c Promotion -.068 Supervision -.35b Co-workers -.35b Customer .06e Career Promotions -.OSe Branch Management -.17d Pay Increases .11e aMeasured after 2 months' employment. bp < .001 d.05 < p < .10 cp < .01 eN.S. 5. Effect of Commitment on Behavioral Outcomes The second hypothesis discussed in Chapter One states that the indi- vidual's decisions to participate and produce are directly proportional to the degree of the individual's commitment to the organization. Com- mitment was measured at two points: 1) at point-of-entry, and 2) after two months' employment. As illustrated in Table 34, the only close to significant correlation between commitment at point-of-entry and behav- ioral outcomes was on the punctuality outcome (r a 0.15, p - .08). This 86 is about what was expected, since the tellers had not experienced reality shock or working in the organization. Table 34 Effect of Commitment on Behavioral Outcomes Decision to Produce Decision to Participate Commitment Quantity Quality Attendance Punctuality r r r r At Paint-Of-Entrya -0 O4e .063 o OZe 0 15d After 2 mos. Employmentb -.09e .14e .19c .223. an - 93. (Of the 168 subjects completing Questionnaire #1, perfor- mance data were available for 93 subjects.) bn - 79 0p < .05 d.05 < p < .10 eN.S. However, significant correlations were found between commitment, measured after two months employment, and the decision to participate. For attendance, the correlation with commitment after two months was r - 0.19, p < .05; for punctuality, the correlation was r - 0.22, p < .05. No significant correlations were found between commitment measured after two months' employment and the decision to produce. No significant relationship was found between commitment and job survival. Since the job survival data were collected during the first two months' employment, this may be too short a time period for tellers with low organizational commitment to seek out and find alternative em- ployment. The relationship between commitment and intention to turnover will be discussed later in this chapter. 6. Effect of Reality Shock on Behavioral Outcomes The second hypothesis also stated the decisions to participate and produce are inversely proportional to the extent of reality shock 87 experienced. Table 35 lists the relationships between reality shock and the behavioral outcomes. TABLE 35 Effect of Reality Shock on Behavioral Outcomes Decision to Produce Decision to Participate Dimension<3> Quantity Quality Attendance Punctuality r r r r Job Work -.02 -.08 -.23d -.11 Pay .07 -.03 —.44b -.24d Promotion -.05 -.01 -.27c --.20e Supervision -.12 .21d -.01 -.07 Co-workers -.07 .10 ‘ .03 -.06 Customers .02 -.02 -.08 -.03 Career Promotions -.15 .10 -.06 -.01 Branch Management -.15 .15 .02 .16 Pay Increases -.18e .04 -.04 -.13 an - 79 bp < .001 GP < .01 dp < .05 6.05 < p < .10 The most significant correlations were found between reality shock on the job dimensions and the employee's decision to participate. The strongest correlation was between reality shock on the pay dimension and attendance (r ' -0.44, p < .001). No significant relationship was found between reality shock on the career dimensions and behavioral outcomes. These results provide partial support for the hypothesis linking re- ality shock and behavioral outcomes. Specifically, reality shock due to unrealistic job content and context expectations was found to be 311' di mi t0 88 negatively correlated with an employee's decision to participate in the organization. Further analyses were performed to test the effect of reality shock on job survival (a decision to participate outcome). Although approxi- mately 212 of the participants had terminated during their first two months employment, no significant relationship was found between reality. shock and job survival. This finding was not altogether surprising since turnover data were collected during the first two months' employment. An employee's intention to turnover may be a more suitable measure, and this will be discussed later in this chapter. 7. Effect on Behavioral Intentions This writer recognizes that job survival need not be a suitable mea- sure of an individual's decision to participate. An individual may have a strong desire to leave the organization and be actively seeking alter- native employment. Accordingly, this research also measured the tellers' desire to remain as an additional measure of the decision to participate. Table 36 illustrates the effects of reality shock and organizational com- mitment on the individual's desire to remain in the organization. Significant correlations were found between reality shock on the job dimensions and the desire to remain, and the between organizational com- mitment and the desire to remain. The strongest influences on the desire to remain were found to be: (1) reality shock - work (r - -0.37, p < .001), (2) reality shock - pay (r - -0.32, p < .01), (3) reality shock- supervision (r ' -0.37, p < .001), (4) commitment at point-of-entry (r I 0.31, p < .01), and (5) commitment after 2 months' employment (r = 0.77, p < .001). The data support the hypothesis that reality shock and _ 89 organizational commitment are related to an individual's desire to remain a member of the organization. Low reality shock and high organizational commitment may be predictors of job survival. TABLE 36 Effect of Reality Shock and Commitment on Behavioral Intentions Desire to Remainai (n - 79) r Job Work ‘0 37b Pay -.32° Promotion .14 Supervision -.37b Co-workers -.18d Customers .06 Career Promotions -.06 Branch Management -.01 Pay Increases .07 Commitment At Point-of-entry .31c After 2 mos. employment .77b aMeasured after 2 months employment. bp < .001 Cs < .01 4.05 < p < .10 8. Psychological Effect of Job Previews Data were collected and analyzed to test the validity of Wanous' (1980) Model of the Psychological Effects of the Realistic Job Preview, (see Figure 2, in Chapter 1 of this dissertation). Specifically self se- lection, perceptions of honesty, and concern for job match data are analyzed. (a) Self Selection 90 Table 37 lists the self selection rates for tellers included in the study. Of the 116 job candidates receiving the control preview, 115 (99.12) returned for the scheduled testing. All of the 95 job candidates who received the realistic job preview returned for testing. TABLE 37 Self Selection Stage of Entry Control Group RJP Group n I n 2 Given Preview & invited to testing 116 95 Returned for testing 115 99.1 95 100. Received Job offer 115 99.1 93 97.9 Accepted offer 80 69.0 68 71.6 Showed up 78 67.2 68 71.6 Of the 115 (99.12) control group applicants who received job offers, 80 (69%) accepted the offer, and 78 (67.22) actually showed up for work. In the RJP group, 93 (97.92) received job offers, 68 (71.62) accepted and showed up for work. These data does not support the hypothesis that job candidates who receive a realistic job preview are more likely to self select out of the hiring process than candidates receiving a non-realistic preview. (b) Perceptions of New Employees As illustrated in Table 38, the RJP group reported lower perceptions of honesty than subjects in the Control group, both at point-of-entry and after two months' employment. However, the degree of change in 91 perceptions of honesty during these two months was not significantly dif- ferent for the RJP and Control groups. The RJP group also reported lower perceptions of a concern for job match than subjects in the Control group, after two months' employment. No significant differences were found regarding the perception of a concern for job match at point-of- entry, or in the degree of change of those perceptions. TABLE 38 Psychological Effect of Job Previews Psychological Control Group 'RJP Group t Effect X SD X SD gpgn Entry:a Perception of Honesty 6.20 1.12 5.79 1.34 1.94d Concern for Job Match 5.76 .86 5.53 1.01 1.40 After 2 months:b Perception of Honesty 5.74 1.29 4.83 1.39 2.92c Concern for Job Match 5.25 .92 4.70 1.24 2.20d Change in Perceptions:b Perception of Honesty 0.43 1.52 0.96 1.29 -1.53 Concern for Job Match 0.41 .95 0.75 1.01 -1.44 an (Control group) - 94, n (RJP group) - 74 bn(Control group) - 46, n (RJP group) - 33 Co < .01 do < .05 Wanous' (1980) model hypothesized that job candidates who received a realistic job preview would have increased perceptions of honesty and in? creased perceptions of a concern for job match. This study did not find evidence to support Wanous' hypothesis. Ca 1‘01 an: Cur tee who of 1 tie: 92 9. Summary of Chapter 4 The purpose of this present experiment was to examine the effects of realistic information supplied to job candidates during the selection process, and to test a model of the effect of expectations on the ante- cedents and outcomes of organizational commitment. Two job previews were used to manipulate the expectations of new em? ployees. A content analysis of the preview booklets indicated that job applicants who read the RJP booklet should have lower expectations on three of the six job dimensions (work, promotion, customers), and more accurate expectations on all three career dimensions (promotions, branch management, pay increases) than applicants who read the Control booklet. No differences were expected between the RJP and Control groups on the remaining three job dimensions (pay, supervision, co-workers). An analysis of the expectations of new employees at point-of-entry found the anticipated differences in job expectations between the RJP and Control groups. This indicates that the preview booklets had the desired effect in producing different job expectations for the two groups of job candidates. An analysis of the career expectations of new employees, however, found no significant differences between the expectations of RJP and Control group respondents. This finding indicates that the more ac- curate information in the RJP booklet did not produce more accurate ca- reer expectations when compared with the career expectations of tellers who read the Control booklet. Reality shock was defined as the difference between the expectations of new employees at point-of-entry into the organization, and the percep- tions of the same employees measured after two months' employment. It was anticipated that tellers who read the RJP booklet would experience 1e re C32 me] ti< der pre to pro Wer sen Job ime- tion This 93 less reality shock than those who read the Control booklet on three of the six job dimensions (work, promotions, customers) and on all three ca- reer dimensions. The results indicated that there were close to signifi- cant differences in reality shock on two of the three predicted job di- mensions and on none of the three predicted career dimensions. In addi- tion, close to significant differences in reality shock appeared on the supervision dimension, where no differences were expected. The Model of the Hypothesized Effect of Expectations on the Antece- dents and Outcomes of Organizational Commitment (Figure 3 in Chapter One) predicted that (1) organizational commitment was inversely proportional to the degree of reality shock, (2) behavioral outcomes were inversely proportional to the degree of reality shock, and (3) behavioral outcomes were positively related to organizational commitment. The results pre- sented in this Chapter provide significant support for these hypotheses. Wanous' (1980) Model of the Psychological Effects of the Realistic Job Preview (Figure 2 in Chapter One) was partially tested in this exper- iment. Specifically, this experiment tested the self selection, percep- tions of honesty, and concern for job match components of Wanous' model. This study did not find evidence to support Wanous' hypotheses. CHAPTER\FIVE Discussion and Conclusions The purpose of the present research was to study the effects of re- alistic information supplied to job candidates during the selection pro- cess. The independent variable was the amount of realism concerning job content, job context, and career opportunities that was included in a job preview. The dependent variables were organizational commitment and commitment-related behaviors. It was hypothesized that the extent of reality shock occurring when work experiences are substantially different from what was expected is inversely proportional to organizational commitment. It was further hy- pothesized that organizational commitment would be positively related to an individual's decisions to participate and produce in the organization. This chapter discusses the results presented in Chapter 4. 1. The Job Previews Two job preview booklets were written for this experiment. The in- formation contained in both preview booklets was accurate, based upon the findings of the diagnostic study and a knowledge of the organization's policies. The major differences between the two previews concerned the amount and the specificity of the information. The RJP booklet contained very specific information about the job content, job context, and career opportunities of the teller position. Alternatively, the Control booklet contained primarily generalized information. 94 95 Both booklets had been read and, after modifications, approved by executives in each of the employment, training and development, opera- tions, compensation and benefits, and employee relations departments of the Bank. Fifty organizational behavior students read both booklets to identify their respective impacts on job applicants. The students found that job candidates who read the RJP booklet would have significantly‘ different responses on three of the six job dimensions, and on all three career dimensions, than job candidates who had read the Control booklet. An analysis of the new employees' expectations indicated that those who had received the RJP booklet had lower expectations regarding the three job content and job context dimensions that had been differentially addressed in the previews, than those employees who had received the Con- trol preview. This finding indicates that that RJP booklet had been ef- fective in reducing newcomers' expectations of the job. The booklets did not appear, however, to have had a significantly different effect on the candidates' career expectations. Both groups reported substantially ac- curate career beliefs. A distinguishing aspect of this research is that both previews pre- sented accurate information. In previous studies (for example, Wanous, 1976) the control previews presented inflated job information that led to inaccurate and unrealistic expectations. In the present study, an at- tempt was made to ensure that all preview information was accurate. The main differences between the two previews were (1) the amount, and (2) the specificity of the information. No measure was used in this study of the expectations of newly hired tellers who had received no formal preview. Further research is sug- gested to ascertain whether it is merely the presence of a job preview 16 t} e: 81 ad jo Pl 811' PO. 30] re,- the 3P6 the are 9In: 96 (specific or generalized) that influences a new employee's perception of the organization. In the present study, the preview booklet was handed to the job can- didate who was asked to read it. The researcher has no guarantee that the subject did, in fact, read the booklet.. It is possible that both the Control and RJP groups contained individuals who did not read the book- let, and this would influence the degree of the differential impact of the previews on expectations. 2. Reality Shock Reality shock was measured by computing the difference between an employee's expectations upon joining the organization, and the individu- al's experiences after two months in the organization. On the dimensions addressed in the job previews, both groups reported substantially similar job experiences after two months. This was to be expected, since all em- ployees encountered a similar job after entry into the organization. Subjects who had received the RJP booklet reported lower expectations at point-of-entry than Control subjects, on the work, promotion and customer job dimensions. Accordingly, the RJP group reported significantly less reality shock on two of these three job dimensions (work and customer) than subjects from the Control group. This supports the prediction that specific, accurate job information provided to job candidates will reduce the degree of reality shock experienced upon entry into the organization. The prediction that reality shock would be reduced if job candidates are provided with complete, accurate information regarding career oppor- tunities was not supported by the present research. No significant dif- ferences were found between the career expectations of new employees from 97 the RJP group and new employees from the Control group, either at point- of-entry or after two months' employment. Three possible reasons are suggested for the lack of reality shock on career dimensions. As previ- ously discussed, this could be due to the fact that some job candidates did not read the preview booklet. A second possibility is that career opportunities were not of major concern to the job candidates. Given the poor economic conditions in the Bank's geographic area at the time of this study, it may be that job candidates were anxious to find a job and career Opportunities were secondary. A third possibility is that some of the job candidates had received information about a teller career from friends employed at the Bank, or from the branch manager prior to the formal hiring process. The hypotheses of this study concerned the effect of reality shock on organizational commitment and subsequent behavioral outcomes. The two job previews were used to manipulate the degree of reality shock, so that for some subjects the amount of reality shock would be greater than for other subjects. This intervention was more successful in producing a range in the degree of reality shock on job content and job context di- mensions than on career dimensions. 3. Hypothesis 1 The first hypothesis, which stated that the new employee's commit- ment to the organization was inversely proportional to the extent of re- ality shock, received support from the experiment. 0n four of the six job dimensions, significant correlations were found between reality shock and organizatonal commitment (work -- r I -0.31, p < .01; pay - r = -.30, p < .01; supervisor -- r = -0.35, p < .001; co-workers -- r = 98 -0.35, p < .001). Close to significant correlations were found between reality shock and organizational commitment on only one of the career di- mensions (branch management -- r - -0.17, p - .07). This suggests that the newly hired tellers were more concerned with the actual job content and context than with career opportunities. It is also possible that the high rate of unemployment in the organization's geographic area influences an employee's lack of career concern at this time. 4. Hypothesis 2 The second hypothesis, linking organizational commitment to behav- ioral outcomes, and reality shock to behavioral outcomes received'support from the experiment. Organizational commitment, measured after two months' employment, was found to be significantly correlated with the employee's decision to participate during the first two months' employment. The correlation be- tween commitment and attendance was r - 0.19, p < .05. The correlation between commitment and punctuality was r = 0.22, p < .05. No significant correlations were found between organizational commitment and the deci- sion to produce, that is, the quantity and quality of production. . Reality shock on three of the job dimensions was found to negatively influence an employee's decision to participate in the organization. At- tendance was found to be signficiantly correlated with reality shock on the work (r - -0.23, p < .05), pay (r - -O.44, p < .001), and promotion (r - -0.27, p < .01) dimensions. Punctuality was significantly corre- 1ated with reality shock on the pay dimension (r - -0.24, p < .05). 99 No significant relationships were found between reality shock on the career dimensions and behavioral outcomes. It was noted that job survival may not be a suitable determinant of an employee's decision to participate. Turnover is also influenced by the local economy, the availability of alternative employment, etc. Thus, the desire to remain was used as an additional measure of the deci- sion to participate. The desire to remain was found to be strongly in- fluenced by: (1) reality shock - work (r I -0.36, p < .001), (2) reality shock - pay (r I -0.32, p < .01), (3) reality shock - supervision (r I 0.37, p < .001), and (4) commitment (r I 0.77, p < .001). 5. Effect of Expectations on Reality Shock and Commitment A model of the hypothesized effect of expectations on the antece- dents and outcomes of organizational commitment was developed and dis- cussed in Chapter 1 (Figure 3). This model presented the hypotheses that if a job candidate received a realistic job preview, and was subsequently hired, that individual would enter the organizaion with realistic job content, job context, and career expectations. These realistic expecta- tions would substantially reduce the reality shock experienced when ex- pectations do not match reality. It was further hypothesized that reali- ty shock was negatively correlated with both organizational commitment and commitment-related behavior, and that organizational commitment and commitment-related behavior were positively correlated with each other. This experiment provided support for this model. Job candidates who received a realistic job preview had more accurate eXpectations than job candidates receiving a job preview that was less than realistic. Reality shock was found to be negatively correlated with both organizational 100 commitment and commitment-related behavior. Organizational Commitment and commitment-related behavior were positively correlated. Behavioral intentions (specifically, the desire to remain in the organization) was found to be negatively correlated with reality shock, and positively cor- related with organizational commitment. Overall, the data provide sub- stantial support for the researcher's model. 6. Psychological Effect of the Job Previews Data were analyzed to test three elements in Wanous' (1980) Model of Psychological Effects of the Realistic Job Preview (self selection, per- ceptions of honesty, and perceptions of a concern for job match). No support could be found for this model. This writer suggests that Wanous' model is more applicable when a realistic job preview is compared with an unrealistic preview (that is, one containing false or inflated informa- tion). In the present study, the comparison was made between a preview that contained generalized, but accurate information, and one that con- tained more complete and specific information. Further research is needed to test the validity of Wanous' model. 7. Summary of Chapter Five The realistic job preview did influence the expectations of new em- ployees, and thus reduced reality shock. In this chapter, it was sug- gested that the job preview per se (control or realistic) was the inter- vention that influenced the job candidates. It was also noted that the previews may not have been read by some candidates, and that the previews may have addressed some dimensions (specifically career opportunities) that were of low importance to the job candidates. 101 This chapter also discussed the support that this study provided for the hypotheses presented in Chapter One of this dissertation. Reality shock was shown to be significantly correlated with both commitment and behavioral outcomes. Similarly, commitment was shown to influence the behavioral outcomes of employees. This dissertation limits the data collection and analysis to the subject's first two months in a new organization. Further research is needed to test the longer term influence of reality shock on organiza- tional commitment and behavioral outcomes. APPENDICES APPENDIX A Diagnostic Surveylnstruments5 5. To conceal the identity of the client organization, its name has been deleted from the questionnaires, and "the Bank" substituted. BRANCH # / [:38 DIAGNOSTIC SURVEY This questionnaire was developed as part of a Yale University study of jobs and how people react to them. The questionnaire helps to determine how jobs can be better designed, by obtaining information about how peo- ple react to different kinds of jobs. On the following pages, you will find several different kinds of ques- Specific instructions are given at the start of It should take no more than tions about your job. Please move through it each section. Please read them carefully. 25 minutes to complete the entire questionnaire. quickly. The questions are designed to obtain your perceptions of your job and your reactions to it. There are no ”trick questions. Your individual answers will be kept com- pletely confidential. Please answer each item as honestly and frankly as possible. Thank you for your cooperation. 102 103 Section One This part of the questionnaire ask you to describe your job, as objectively as you can. Please do not use this part of the questionnaire to show how much you like or dislike your job. Questions about that will come later. Instead, try to make you descriptions as accurate and as objective as you possibly can. A sample question is given below. A. To what extent does your job require you to work with me“ chanical equipment? 1 2 3 4 5 (2.) 7 Very little; the Moderately Very much; the job requires almost job requires no contact with almost constant mechanical equip- work with me- ment of any kind. chanical equip- ment 0 You are to circle the number which is the most accurate description of your jObo If, for example, your job requires you to work with mechanical equipment a good deal of the time -- but also requires some paperwork -- you might circle the number six, as was done in the example above. If you do not understand these instructions, please ask for assistance. If you do understand them, turn the page and begin. 104 1. To what extent does your job require you to work closely with other people (either customers or people in related jobs in your own organization)? 1-----2 3 4 5 6 7 Very little; deal- . Moderately Very much; deal- ing with other some dealing ing with other people is not at with others is people is an all necessary in necessary. absolutely doing the job. essential and crucial part of doing the job. 2. How much autonomy is there in your job? That is, to what extent does your job permit you to decide on your own how to go about doing the work? 1 2 3 4 5 6 7 Very little; the Moderate autonomy; Very much; the job gives me almost many things are job gives me no personal "say” standardized and almost complete about how and when not under my control, responsibility the work is done. but I can make some for deciding how decisions about the and when the work. work is done. 3. To what extent does your job involve doing a "whole” and identi- fiable piece of work? That is, is the job a complete piece of work that has an obvious beginning and end? Or is it only a small part of the overall piece of work, which is finished by other people or by automatic machines? l 2 3 4 5 6 7 My job is only a My job is a My job involves tiny part of the moderate-sized doing the whole overall piece of , "chunk” of the piece of work, work; the results of overall piece of from start to my activities cannot work; my own finish; the be seen in the final contribution can be results of my product or service seen in the final activities are outcome. easily seen in the final prod- uct or service. 4. Very little; the job requires me to do the same routine things over and over again. 5. 105 How much variety is there in your job? That is, to what extent does the job require you to do many different things at work, using a variety of your skills and talents? 1 2 3 4 5 6 7 Moderate Very much; the variety job requires me to do many different things. using a number of different skills and talents. In general, how gignificant or important is your job? That is, are the results of your work likely to significantly affect the lives or well-being of other people? 1 2 3 4 5 6 7 Not very significant; Moderately Highly signifi- the outcomes of my work significant cant; the out- are not likely to have important effects on other people. 6. Very little; people almost never let me know how well I am doing. 7. comes of my work can affect other people in very important ways. To what extent do managers or co-workers let you know how well you are doing on your job? l 2 3 4 5 Moderately; sometimes people may give me "feed- back;” other times they may not. 7 Very much; managers or co- workers provide me with almost constant "feed- back” about how well I am doing. Ch To what extent does doing the job itself provide you with infor- mation about your work performance? That is, does the actual work itself provide clues about how well you are doing -- aside from any "feedback" co-workers or supervisors may provide? 1 2 3 4 5 6 7 Very little; the job itself is set up so I could work forever without finding out how well I am doing. Moderately; some- times doing the job provides "feedback” to me; sometimes it does not. Very much; the job is set up so that I get al- most constant "feedback" as I work about how well I am doing. 106 Section Two Listed below are a number of statements which could be used to describe a job. ' You are to indicate whether each statement is an accurate or an inaccurate description of your job. Once again, please try to be as objective as you can in decid- ing how accurately each statement describes your job - regard- less of whether you like or dislike your job. Write a number in the blank beside each statement, based on the following scale: How accurate is the statement in describingyour job? 1 2 3 4 5 6 7 Very Mostly Slightly Slightly Mostly Very Inaccurate Inaccurate Inaccurate Uncertain Accurate Accurate Accurate 1. The job requires me to use a number of complex or high-level skills. 2. The job requires a lot of cooperative work with other people. 3. The job is arranged so that I do not have the chance to do an entire piece of work from beginning to end. 4. Just doing the work required by the job provides many chances for me to figure out how well I am doing. 5. The job is quite simple and repetitive. 6. The job can be done adequately by a person working alone - without talking or checking with other people. 7. The supervisors and co-workers on this almost never give me any "feedback” about how well I am doing in my work. 8. This job>is one where a lot of other people can be affected by how well the work gets done. 9. The job denies me any chance to use my personal initiative or judgment in carry out the work. 10. Supervisors often let me know how well they think I am perform- ing the job. ' 11. The job provides me the chance to completely finish the pieces of work I begin. 107 12. The job itself provides very few clues about whether or not I am performing well. 13. The job gives me considerable opportunity for independence and freedom in how I do the work. 14. The job itself is not very significant or important‘ in the broader scheme of things. 108 Section Three wa please indicate how you personally feel about your 3213. Each of the statements below is something that a person might say about his or her job. You are to indicate your own, per- sonal feelings about your job by marking how much you agree with each of the statements. Write a number in the blank for each statement, based on this scale: How much do you agree with the statement? 1 2 3 4 5 6 7 Disagree Disagree Agree Agree Strongly Disagree Slightly Neutral Slightly Agree Strongly 1. It's hard, on this job, for me to care very much about whether or not the work gets done right. 2. My opinion of myself goes up when I do this job well. 3. Generally speaking, I am very satisfied with this job. 4. Most of the things I have to do on this job seem useless or trivial. 5. I usually know whether or not my work is satisfactory on this 30b. 6. I feel a great sense of personal satisfaction when I do this job WEI]. o 7. The work I do on this job is very meaningful to me. 8. I feel a very high degree of personal responsibility for the work I do on this job. 9. I frequently think of quitting this job. 10. I feel bad and unhappy when I discover that I have performed poorly on this job. 11. I often have trouble figuring out whether I'm doing well or poorly on this job. 12. I feel I should personally take the credit or blame for the results of my work on this job. 109 13. I am generally satisfied with the kind of work I do in this job. 14. My own feelings generally are not affected much one way or the other by how well I do on this job. 15. Whether or not this job gets done right is clearly my responsibility. 110 Section Four Now please indicate how satisfied you are with each aspect of your job listed below. Once again, write the appropriate num- ber in the blank beside each statement. 1 How satisfied are you with this aspect of your job? 2 3 4 5 6 7 Extremely Dissatisfied Slightly Neutral Slightly Satisfied Extremely Dissatis. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Dissatis. Satisfied Satis. The amount of job security I have. The amount of pay and fringe benefits I receive. The amount of personal growth and development I get in doing my job. The people I talk to and work with on my job. The degree of respect and fair treatment I receive from my sur pervisor. The feeling of worthwhile accomplishment I get from doing my job. The chance to get to know other people while on the job. The amount of support and guidance I receive from my supervisor. The degree to which I am fairly paid for what I contribute to this organization. ‘ The amount of independent thought and action I can exercise in my job. How secure things look for me in the future in this organiza- tion. The chance to help other people while at work. The amount of challenge in my job. The overall quality of the supervision I receive in my work. 111 Section Five Now, please think of the otherppegple in your organization who hold the same job you do. If no one has exactly the same job as you, think of the job which is most similar to yours. Please think about how accurately each of the statements de- scribes the feelings of those people about the job. It is quite all right if your answers here are different from when you described your own reactions to the job. Often dif-' ferent people feel quite differently about the same job. -Once again, write a number in the blank for each statement, based on this scale: How much do you agree with the statement? 1 2 3 4 5 6 7 Disagree Disagree Disagree Neutral Agree Agree Agree Strongly Slightly Slightly Strongly 1. Most people on this job feel a great sense of personal satisfaction when they do the job well. 2. Most people on this job are very satisfied with the job. 3. Most people on this job feel that the work is useless or trivial. 4. Most people on this job feel a great deal of personal responsibility for the work they do. 5. Most people on this job have a pretty good idea of how well they are performing their work. 6. Most people on this job find the work very meaningful. 7. Most people on this job feel that whether or not the job gets done right is clearly their own responsibility. 8. People on this job often think of quitting. 9. Most people on this job feel bad or unhappy when they find that they have performed the work poorly. 10. Most people on this job have trouble figuring out whether they are doing a good or a bad job. 112 Section Six Listed below are a number of characteristics which could be present on any job. People differ about how much they would like to have each one present in their own jobs. We are inter- ested in learning how much you personally would like to have each one present in your job. Using the scale below, please indicate the degree to which you would like to have each characteristic present in your job. NOTE: The numbers on this scale are different from those used in previous scales. 4 5 6 7 8 9 10 Would like Would like Would like having this only having this having this a moderate amount very much extremely much (or less) 1. High respect and fair treatment from my supervisor. 2. Stimulating and challenging work. 3. Chances to exercise independent thought and action in my job. 4. Great job security. 5. Very friendly co-workers. 6. Opportunities to learn new things from my work. 7. High salary and good fringe benefits. 8. Opportunities to be creative and imaginative in my work. 9. Quick promotions. 10. Opportunities for personal growth and development in my job. 11. A sense of worthwhile accomplishment in my work. 113 Section Seven People differ in the kinds of jobs they would most like to hold. The questions in this section give you a chance to say just what it is about a job that is most important to you. For each question, two different kinds of jobs are briefly de- scribed. You are to indicate which of the jobs you personally wouldpprefer - if you had to make a choice between them. In answering each question, assume that everything else about the jobs is the same. Pay attention only to the characteris- tics actually listed. Two examples are given below. JOB A JOB B A job requiring work A job requiring work with mechanical equipment with other peOple most most of the day of the day 1 2 13-3 4 5 Strongly Slightly Neu ral Slightly Strongly Prefer A Prefer A Prefer B Prefer B If you like working with people and working with equipment equally well, you would circle the number 3, as has been done in the example. Here is another example. This one asks for a harder choice -- between two jobs which both have some undersirable features. JOB A A job requiring you to expose yourself to con? siderably physical danger. JOB B A job located 200 miles from your home and family. 1 (,1 . ,. 5 v J W Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B If you would slightly prefer risking physical danger to working far from your home, you would circle number 2, as has been done in the example. Please ask for assistance if you do not understand exactly how to do these questions. 115 JOB A 1. A job where the pay is very good. JOB B A job where there is considerable opportunity to be creative and innovative. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 2. A job where you are often required to make impor- tant decisions. A job with many pleasant people to work with. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 3. A job in which greater responsibility is given to those who do the best work. A job in which greater responsibility is given to loyal employees who have to most seniority. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 4. A job in an organization which is in financial trouble -- and might have to close down within the year. A job in which you are not allowed to have.any say whatever in how your work is scheduled, or in the procedures to be used in carrying it out. 1 2 3 4 S Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 5. A very routine job. A job where your co- workers are not very friendly. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 116 JOB A 6. A job with a supervisor who is often very critical of you and your work in front of other JOB B A job which prevents you from using a number of skills that you worked people. hard to develop. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 7. A job with a supervisor A job which provides who respects you and constant opportunities treats you fairly for you to learn new and interesting things. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 8. A job where there is a A job with very little real chance you could be chance to do challenging '1aid off. work. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 9. A job in which there is a real chance for you to develop new skills and advance in the A job which provides lots of vacation time and an excellent fringe organization. benefit package. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 10. A job with little freedon and independence to do your work in the way you A job where the working conditions are poor. think best. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A ‘ Prefer A Prefer B Prefer B JOB A 11. A job with very satisfying team-work. 117 JOB B A job which allows you to use your skills and ability to the fullest extent. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 12. A job which offers A job which requires you little or no challenge. to be completely isolat- ed from co-workers. 1 2 3 4 5 Strongly Slightly Neutral Slightly Strongly Prefer A Prefer A Prefer B Prefer B 118 Section Eight Biographical Background 1. Sex: MALE FEMALE 2. Age (check one): under 20 40-49 20—29 50-59 30-39 60 or over 3. Education (check one): __Grade School _____Some High School _____High School Diploma Some Business College or Technical School Experience Some College Experience (other than business or technical school) Business College or Technical School Degree _____;College Degree Some Graduate Work _____Master's or higher degree 4. What is your brief job title? 5. How long have you worked at the Bank? (check one) Less than 4 months 4 months - 1 year 1 - 2 years Longer than 2 years 6. Are you a full time (salaried) or part time (hourly) employee? (check one) Full time Part time 119 JOB DIAGNOSTIC SURVEY Job Rating Form This questionnaire was developed as part of a Yale University study of jobs and how people react to them. The questionnaire helps to determine how jobs can be better designed, by obtaining information about how peo- ple react to different kinds of jobs. You are asked to rate the characteristics of the following job: TELLER Please keep in mind that the questions refer to the job listed above, and not to your own job. On the following pages, you will find several different kinds of ques- tions about the job listed above. Specific instructions are given at the start of each section. Please read them carefully. It should take you no more than 10 minutes to complete the entire questionnaire. Please move through it quickly. 120 Section One This part of the questionnaire asks you to describe the job listed on the front page as objectively as you can. Try to make your descriptions as accurate and as objective as you pos- sibly can. A sample question is given below. A. To what extent does the job require a person to work with mechanical equipment? 3 4 5 ‘tgjl 7 1 ....2 4 Very little; the Moderately Very much; the job requires almost job requires no contact with almost constant mechanical equip- work with me- ment of any kind. chanical equip- ment 0 You are to circle the number which is the most accurate description of the job listed on the front page. If, for example, the job requires you to work with mechanical equipment a good deal of the time -- but also requires some paperwork -- you might circle the number six, as was done in the example above. 121 1. To what extent does the job require a person to work closely- with other people (either customers or people in related jobs in the organization)? 1 Very little; deal- ing with other people is not at all necessary in doing the job. ’- Moderately; some dealing with others is necessary. 4------5--------6- -7 Very much; deal- ing with other people is an absolutely essential and 2. Very little; the job gives a person almost no personal ”say" about how and when the work is done. 3. The job is only a tiny part of the overall piece of work; the results of the person's activities cannot be seen in the final product or service. crucial part of doing the job. How much autonomy is there in the job? That is, to what extent does the job permit a person to decide on his or her own how to go about doing the work? 1 2 3 4 5 6 ----- 7 Moderate autonomy; Very much; the many things are job gives the standardized and person almost not under the control, complete respon- of the person, but sibility for he or she can make deciding how and some decisions about when the work is the work. done. To what extent does the job involve doing a "whole" and identi- fiable piece of work? That is, is the job a complete piece of work that has an obvious beginning and end? Or is it only a small part of the overall piece of work, which is finished by other people or by automatic machines? 1 2 3 4 5 6 7 The job is a The job involves moderate-sized doing the whole "chunk” of the piece of work, overall piece of from start to work; the person's finish; the own contribution results of the can be seen in the person's activi- final outcome. ties are easily seen in the final product or service. 122 4. How much variety is there in the job? That is, to what extent does the job require a person to do many different things at work, using a variety of his or her skills and talents? . 1-----2---—--3 4 5 6 7 Very little; the Moderate Very much; the job requires the variety job requires the person to do the same person to do routine things over many different and over again. things using a number of dif- ferent skills and talents. 5. In general, how gignificant or important is the job? That is, are the results of the person's work likely to significantly af- fect the lives or well-being of other people? 1 2 3 4 5 6 7 Not very significant; Moderately Highly signifi- the outcomes of my work significant cant; the out- are 22E likely to have comes of the important effects on work can affect other people. other people in very important ways. 6. To what extent do managers or co-workers let the person know how well he or she is doing on the job? 1 2 3 4 5 6 7 Very little; people Moderately; Very much; almost never let the sometimes people managers or co- person know how well may give "feed- workers provide the work is done. back;" other times the person with they may not. almost constant "feedback" about how well the work is done. 123 To what extent does doing the job itself provide the person with information about your work performance? That is, does the ac- tual work itself provide clues about how well the person is doing -- aside from any "feedback” co-workers or supervisors may provide? 1 2 3 4 5 6 Very little; the Moderately; some- job itself is set times doing the up so the person job provides could work forever "feedback;” without finding out how sometimes it does well he or she is not. doing. 7 Very much; the job is set up so that the person gets almost con? stant "feedback" as he or she works about how well he or she is doing. 124 Section Two Listed below are a number of statements which could be used to describe a job. You are to indicate whether each statement is an accurate or an inaccurate description of the job listed on the front page. Once again, please try to be as objective as you can in decid- ing how accurately each statement describes the job -- regard- less of your own feelings about that job. Write a number in the blank beside each statement, based on the following scale: How accurate is the statement in describing the job listed on the front page? 1 2 3 4 5 6 7 Very Mostly Slightly Uncertain Slightly Mostly Very Inaccurate Inaccurate Inaccurate Accurate Accurate Accurate 1. The job requires a person to use a number of complex or sophis- ticated skills. ' 2. The job requires a lot of cooperative work with other people. 3. The job is arranged so that a person does not have the chance to do an entire piece of work from beginning to end. 4. Just doing the work required by the job provides many chances for a person to figure out how well he or she is doing. 5. The job is quite simple and repetitive. 6. The job can be done adequately by a person working alone -- without talking or checking with other people. 7. The supervisors and co-workers on this almost never give a per- son any "feedback" about how well I am doing in my work. 8. This job is one where a lot of other people can be affected by how well the work gets done. 9. The job denies a person any chance to use his or her personal initiative or discretion in carrying out the work. 10. Supervisors often let the person know how well they think he or she is performing the job. 11. The job provides a person the chance to finish completely any work he or she starts. 125 12. The job itself provides very few clues about whether or not the person is performing well. 13. The job gives a person considerable opportunity for independence and freedom in how he or she does the work. 14. The job itself is not very significant or important in the broader scheme of things. 1. 2. 3. 126 Section Three Other Information What is your job title? How long have you been employed at the Bank? (check one) less than 1 year 5-10 years 1-2 years ‘ 10 or more years 2-5 years How long have you been in your present position? (check one) less than six months 2-5 years 1/2-1 year 5-10 years 1-2 years 10 or more years In the space below, please write down any additional information about the teller's job which you feel might be helpful to us in un- derstanding that job. Thank you for your cooperation. 127 TELLER SURVEY BRANCH # / v This questionnaire was developed as part of a Michigan State University study of bank tellers. The questionnaire helps to determine how the tellers' job can be better designed, by obtaining information about how tellers react to their job. The questions are designed to obtain your perceptions of your job, and your reactions to it. There are no ”trick" questions. Your individual answers will be kept completely confidential. No employee or officer of the Bank will learn how ygg_personally answered any particular question. The data are being collected by John Wanous and Roger Dean of Mighigan State University, and no person from the bank will see you name or responses. If you with, postage paid envelopes are available, so that you can mail your questionnaire direct to the University. Please answer each question as honestly and frankly as possible. Thank you for your cooperation. For more information about this questionnaire and its use please contact: Mr. Roger A. Dean or Professor John P. Wanous Department of Management Department of Management Michigan State University Michigan State University East Lansing, MI 48824 East Lansing, MI 48824 128 Listed below are a number of statements about a teller's job at the Bank. You are to indicate whether each statement is an accurate or an inaccurate statement about the teller's job. ' Write a number in the blank beside each statement, based on the following scale: [Statements 9, 15, and 23 are optional.] 1 2 3 4 5 6 7 Very Mostly Slightly Slightly Mostly Very Inaccurate Inaccurate Inaccurate Uncertain Accurate Accurate Accurate If a teller wants a promotion he/she needs to: [Please write a number beside each statement]. 1. Discuss with the manager 2. Get a consistently commendable rating on the Teller Perfor- mance Review 3. Be in his/her present position for at least one year 4. Work well, because good performance is usually rewarded 5. Get a college degree 6. Have demonstrated a knowledge of, and a capacity to perform many prescribed banking functions 7. Have few teller differences 8. Do nothing, because promotions are based on seniority 9. If you think promotions are awarded by any other means, give details here: If a teller wants to move into management, he/she must necessarily: 10. Get a college degree 11. Be competent teller 12. l3. 14. 15. Whether or 16. 17. 18. 19. 20. 21. 22. 23. 129 Get a consistenly commendable rating on the Teller Performance Review Submit a request to the branch manager Move through the ranks - (Teller, Senior Teller, General Tell- er, Administrative Teller, Assistant Manager) If you think there are other ways of moving into management, not covered above, please give details here: ' not a teller gets a pay raise is dependent upon: (The number of teller differences The number of customer complaints Whether or not he or she is on good terms with the manager How well the other employees like him/her Educational Qualifications The Teller Performance Review How long he/she has worked for the Bank? If you feel that pay raises are given on some other basis, please give details here: APPENDIX B ‘ Job_Previews6 6. To conceal the identity of the client organization, its name has been deleted from the job previews, and "the Bank" substituted. THE REALISTIC JOB PREVIEW BEING A TELLER AT THE BANK- This booklet has been prepared to introduce you to the Bank, and to acquaint you with the teller's job. Please take a few minutes to read it before deciding whether you would like to be a teller. 1. 2. 3. CONTENTS Steps to becoming a teller What does a teller do? Career opportunities at the Bank What are tellers paid? Employee benefits It's not for everyone! SUMMARY OF MAJOR POINTS All tellers go through 15 days of full time (8 hour days) training. You must pass an examination at the end of training to qualify as a teller. Some work days are more hectic than others and some customers can be rude to tellers. Despite this, tellers are expected to provide friendly services. Tellers must be accurate in their work. Each teller's work is checked at the end of each day. Pay raises and promotions are based on how accurate you are and the quality of your customer service. Most tellers stand on their feet at work. The Bank pays $4.50 per hour and has extensive employee benefits, however, certain benefits are limited to full time employees. 130 131 STEPS TO BECOMING A TELLER STEP 1: After reviewing your application and discussing the job re- quirements, the Employment Department may ask you to take a one hour test. This test will examine your basic mathematical, English, and decisionrmaking skills. STEP 2: One of the staff in the Employment Department will interview you and tell you more about the teller's job. STEP 3: Either - If there is a vacancy at a branch and you are quali- fied for the position, an appointment will be made for you to meet with the Branch Manager. Or - If there are no suitable vacancies, your application will be kept on file in the Employment Department. You may be contacted if a suitable vacancy opens for which you are qualified. STEP 4: If you are hired, you will spend 15 days in a comprehensive teller training program. The 15 days of training are "full- time" 8 hour days for all new tellers. The training program concludes with a final exam, which you will be expected to pass before beginning work in a branch. During the three weeks of training, about 5% of the trainees quit and another 5% fail the exam. This means that about one of every 10 new teller trainees does not actually go to work as tellers. WHAT DOES A TELLER DO? At the Bank, the teller performs a very important job. In addition to handling a variety of banking transactions, the teller must deal with the Bank's customers. This can be both rewarding and frustrating. Please read this section carefully, as we attempt to explain both the positive and negative features of the tellers' job. BANKING TRANSACTIONS After 15 days of training, the new teller will be assigned to a branch and will be required to handle a variety of banking transactions. These include: cashing checks accepting checking and savings account deposits 132 ° accepting loan, Mastercard, and Visa payments ° operating a keyboard that is directly connected to the Bank's computer There are precise rules and procedures for performing each of these transactions, and you will learn how to handle these transactions during teller training. At first these transactions seem complicated. However, once you have learned them, they can be handled without a great deal of difficulty. At times the work may appear to be routine and repetitive. WORK ACCURACY Tellers are expected to complete their work without making errors, or unnecessary delay. The computer records all transactions. If a teller makes an error, it will usually be discoverd at the end of each day when the work of each teller is checked. CUSTOMER SERVICE A teller must deal with many customers. Unfortunately, some customers will be discourteous and impatient. Despite the rudeness of some cus- tomers, it is the Bank's policy that tellers provide courteous customer service if. gl_l_ times. For many customers, the teller is the only contact they will have with the Bank.' Even though tellers spend only a little time with each cus- tomer, tellers are required to be polite, efficient, and businesslike at all times. WORKING UNDER PRESSURE Mondays, Fridays, and pay days are the busiest banking days. On these days you will service more customers and work longer hours than on other banking days. This increased work load may cause you to feel that you are working under pressure, and you may feel exhausted at the end of the day. Tellers have stools that they may sit on to do their work. Most tellers, however, stand on their feet to service customers. Being on your feet most of the day can be tiring. JOB SATISFACTION Most tellers think of the Bank as a "good place to work." Tellers feel that they have a secure job with one of the largest banks in the country. WORK SCHEDULING At each branch the Senior Assistant Manager schedules your work. You will usually know your work schedule about one week in advance. 133 CAREER OPPORTUNITIES AT THE BANK dministrativ Teller 1///r General Teller \\\\ //// Senior Teller \\\\ ///, Commercial & Savings Teller ‘\\\ COMMERCIAL & SAVINGS TELLER ° Initially, tellers begin as Commercial and Savings Tellers. Most of the recent new hires work on a part-time basis. Right from the beginning, your Senior Assistant Manager will be regularly reviewing your performance. This Teller Performance Review is extremely important, because promotions and pay raises are awarded on the basis of a teller's performance, not on seniority. A teller can enjoy a satisfying career at the Bank. It is pos- sible to be promoted to Senior Teller, to General Teller, and to Administrative Teller - but promotions do not come quickly. PROMOTION RATES For a Teller to be promoted to Senior Teller, the person must have been employed at the Bank a minimum of 18 months. In addition to this, the person must have received at least a "commendable" rating in the last two performance reviews. These are minimum requirements. Presently only 10% of the Senior Tellers have less than 3 years experience at the Bank. 134 BRANCH MANAGEMENT ° Each year, selected college and university I Branchfi j Management trainees gain job experience by doing a variety of jobs in branch offices. graduates are employed for development as Manager future management personnel. p ° A teller who earns a four year college A I , degree may apply to enter the Management Senior Assistant Training Program. Manager J— Management Assistant Manager ~ Trainee J T""' WHAT ARE TELLERS PAID? CURRENT PAY RATES Starting Maximum Teller ° Part Time $4.50 per hour $6.65 per hour ° Full Time $9,360 per year $13,832 per year PAY INCREASES A teller may receive a pay increase every six months. The pay increases are not automatic, but are based on performance. When reviewing a teller's performance, the Branch Manager considers the accuracy of your work, as well as the quality of the customer service you provide. 135 _ EMPLOYEE BENEFITS The Bank's objective is to maintain a program of employee benefits which will help protect employees and their families against the financial hardships of illness, death and old age without discouraging personal planning for future security. The Bank provides attractive benefits, which include: a profit-sharing plan, a retirement plan, health care insurance, major medical insurance, and dental insurance. In some cases there are only small differences be- tween the benefits received by full time as compared to part time employ- ees. In other cases, there are some benefits that only full time employ- ees receive (for example, profit-sharing, retirement, and major medical). The details of all these benefits will be explained to you later. Just remember that there are differences between those for part vs. full time employees. IT'S NOT FOR EVERYONE! The tellers job at the Bank is an important, exacting job. There is a real need for accuracy, courtesy, and patience. We have tried to give you a realistic impression of what it would be like to be a teller. You should now carefully consider if you would still like to apply for a teller position. REMEMBER THESE POINTS 1. All tellers go through 15 days of full time (8 hour days) training. You must pass an examination at the end of training to qualify as a teller. 2. Some work days are more hectic than others and some customers can be rude to tellers. Despite this tellers are expected to provide friendly service. 3. Tellers must be accurate in their work. Each teller's work is checked at the end of each day. 4. Pay raises and promotions are based on how accurate you are and the quality of your customer service. 5. Most tellers stand on their feet at work. 6. The Bank pays $4.50 per hour and has extensive employee benefits, however certain benefits are limited to full time employees. 136 THE CONTROL PREVIEW BEING A TELLER AT THE BANK This booklet has been prepared to introduce you to the Bank, and to ac- quaint you with the teller's job. Please take a few minutes to read it before deciding whether you would like to be a teller. ' CONTENTS Steps to becoming a teller What does a teller do? Career opportunities at the Bank What are tellers paid? Employee benefits How to apply STEP 1: STEP 2: STEP 3: 137 STEPS TO BECOMING A TELLER After reviewing your application and discussing it with you, the Employment Department may invite you to take a one hour test. This test will examine your basic mathematical, English, and decision-making skills. One of the staff in the Employment Department will interview you and tell you more about the teller's job. Either - If there is a vacancy at a branch and you are quali- fied for the position, an appointment will be made for you to meet with the Branch Manager. Or - If there are no suitable vacancies, your application ° will be kept on file in the Employment Department. You will be contacted if a suitable vacancy opens up. 138 WHAT DOES A TELLER DO? At the Bank, the teller performs a very important job. In addition to handling a variety of banking transactions, the teller must serve cus- tomers. ' BANKING TRANSACTIONS After three weeks of training, the new teller will be assigned to a branch and will be required to handle a variety of banking transactions. These include: ° cashing checks accepting checking and savings account deposits, accepting loan, Mastercard, and Visa payments operating a keyboard that is directly connected to the Bank's computer Tellers are expected to complete their work without making errors, or unnecessary delay. CUSTOMER SERVICE A teller must deal with many customers. It is the Bank's policy that tellers provide courteous customer service at all times. For many customers, the teller is the only contact they will have with the Bank. Tellers are required to be polite, efficient, and business like at all times. JOB SATISFACTION Most tellers think of the Bank as a "good place to work.” Tellers feel that they have a secure job with one of the largest banks in the country. They like serving the public and enjoy working as part of a team. 139 CAREER OPPORTUNITIES AT NBD COMMERCIAL & SAVINGS TELLER Initially, tellers start off as Commercial and Savings Tellers. Mostly they are employed on a part-time basis. A teller can enjoy a satisfying career at the Bank. It is possible to be promoted to Senior Teller, General Teller, and Administrative Teller. Administativ Teller SENIOR TELLER ° After 18 months of consistently commendable performance, a Teller is eligible for consid- eration for promotion to Senior Teller. General Teller ° A Senior Teller serves as a replacement for the General Teller and is required to learn The responsibilities of that position. GENERAL TELLER Senior Teller ° Full-time Senior Tellers may be promoted to General Teller if a vacancy occurs. ° The General Teller supervises the Tellers, and handles the more specialized banking Trans- actions. Teller ADMINISTRATIVE TELLER ° Some branches employ an Administrative Teller, who performs the duties of the General Teller, and assists in the management area. ° This is a full time position. A General Teller may be promoted to Administrative Teller if a vacancy occurs. 140 WHAT ARE TELLERS PAID? CURRENT PAY RATES Starting Maximum Teller ° Full Time $9,360 per year $13,832 per year ° Part Time $4.50 per hour $6.65 per hour EMPLOYEE BENEFITS The Bank's objective is to maintain a program of employee benefits which will help protect employees and their families against the financial hardships of illness, death and old age without discouraging personal planning for future security. , The Bank provides attractive benefits, which include: a profit-sharing plan, a retirement plan, health care insurance, major medical insurance, and dental insurance. HOW TO APPLY The tellers job at the Bank is important and interesting. You will have the Opportunity to work as part of a team, providing service to the Bank's customers. If you would still like to become a teller, please return for testing or interviews. APPENDIX C Experimental Study Survey Instruments7 7. To conceal the identity of the client organziation, its name has been deleted from the survey instruments, and "the Bank" substi- tutEdo This stud Prof Depa Mich East Phon SURVEY OF NEW BANK TELLERS QUESTIONNAIRE l This questionnaire was developed as part of a Michigan State University study of newly hired bank tellers. The questions are designed to obtain your expectations of the job you will be doing, and your reactions to it. There are no "trick” questions. Your individual answers will be kept completely confidential. No employee or officer of the Bank will learn how yep personally answered any particular question. The data are being collected by John Wanous and Roger Dean of Michigan State University, and no person from the Bank will ever see your name or responses. If you wish, postage paid envelopes are available, from the MSU represen- tative, so that you can mail your questionnaire direct to the University. Please answer each question as honestly and frankly as possible. Thank you for your cooperation. For information about this questionnaire and its use please contact: Professor Roger A. Dean Professor John P. Wanous Department of Management Department of Management Michigan State University Michigan State University East Lansing, MI 48824 East Lansing, MI 48824 Phone: (517) 353-5415 Phone: (517) 353-5415 141 142 SECTION 1 - REALISTIC EXPECTATIONS In this section, we are interested in finding out about your realistic expectations about the Tellers' job. When considering what you expect your job to be like, use both the information your got before apply- ing for a Teller's job, and the information you have received from the Bank. For each of the statements you are asked to write: for ”yes" if it describes what you expect your job to be like for "no” if it does NOT describe what you expect your job to be like if you are uncertain about what you expect to happen I-olzm You realistically expect You realistically expect WORK on the Tellers' job to be PAY to be _____ Fascinating Income adequate for _____ Routine _____ normal expenses .____. Satisfying Satisfactory profit _____ Boring ' _____ sharing _____ Good .____ Barely live on income __ Creative __ Bad _____ Respected ____. Income provides luxuries .____ Hot _____ Insecure ____' Pleasant ____. Less than I deserve __ Useful __ Highly paid __ Tiresome __ Underpaid __ Healthful _____ Challenging __ On your feet __ Frustrating __ Simple _____ Endless Gives sense of accomplishment R— I rL Y o. :::::::: n]JJJJJJJJJYImli|n 143 REMEMBER: For each statement you are asked to write: th< to be like for "yes” if it describes what you expect your job to be like for ”no” if it does NOT describe what you expect your job 3_ If you are uncertain about what you expect to happen You realistically expect OPPORTUNITIES FOR PROMOTION to be Good Opportunity for advancement Opportunity somewhat limited Promotion on ability Dead-end job Good chance for promotion Unfair promotion policy Infrequent promotions Regular promotions Fairly good chance for promotion You realistically expect gypur CO-WORKERS to be Stimulating Boring Slow Ambitious Stupid Responsible Fast Intelligent Easy to make enemies Telk too much Smart Lazy Unpleasant No privacy Active Narrow Interest Loyal Hard to meet You realistically expect SUPERVISION of the job to be Asks my advice Hard to please Impolite Praises good work Tactful Influential Up-tordate Doesn't supervise enough Quick tempered Tells me where I stand Annoying Stubborn Knows job well Bad Intelligent Leaves me on my own Lazy Around when needed REMEMBER: For each statement you are asked to write: Ir< like for ”yes" if it describes what you expect your job to be N_ for ”no” if it does NOT describe what you expect your job to be like 3_ If you are uncertain about what you expect to happen You realistically expect the Bank's CUSTOMERS to be Annoying Friendly Easy to work with Unreasonable Rude Grateful Discourteous Tough to please Helpful Pleasant Impatient Expecting too much You realistically expect TELLER TRAINING to be Comprehensive Unnecessary Easy Boring Demanding Full time work (8 hours a day) A good opportunity to learn the job Lasts 15 days A realistic introduction to the job Fun Interesting Examiniation-oriented 145 SECTION 2 - DESCRIPTION OF CAREER For 1. 2. 3. 4. 5. 6. 10. 11. 12. will help you achieve these goals. Please answer these questions as honestly as you can. learn how you gpgwered these questiopg. In this section, we are interested in finding out about your career goals, and how you expect the Bank Remember, no employee or officer of the Bank will I really want to be promoted within the teller ranks (to Senior Teller, General Teller, Administrative Teller). I want to remain working as a Teller for a long time. I hope to continue working at the Bank, but not as a Teller. I hope to become a Branch Manager. There are opportunities for me to pursue my career interests in this Bank. The Bank provides information about how different jobs fit into different career programs. The Bank provides information and couseling about my career. The Bank helps me achieve my personal career goals. The Bank does not take people's career interests into consideration when placing them in various positions. Supervisors I will work for will inhibit my career interests. The Bank makes it difficult for me to change into a different career. The Bank exposes people to jobs that fit into various career patterns. Not At All Accurate each statement please circle the number to indicate how accurate that statement is: DEGREE OF ACCURACY Marginally Accurate ha Somewhat Accurate Generally Accurate ‘\ Very Accurate u: U! VI ()1 U. \11 UI VI [)0 146 SECTION 3 KNOWLEDGE OF BANK POLICIES tions, advancements and pay raises. tellers' job. In the section, we would like to find out how much you know about the Bank's policies with regard to promo- From what you already know about the tellers' job, please indicate how accurate each statement is about the Circle a number beside each statement, showing how accurate you think it is. If a Teller wants a promotion to Senior Teller he/she needs to: 1. Discuss it with the manager. 2. Get a consistently "commendable" rating on the written performance review. 3. Be in his/her present position for at least eighteen months. 4. Get a college degree. ' 5. Have demonstrated a knowledge of many prescribed banking functions. 6. Be able to perform many prescribed banking functions. 7. Stay at the Bank, because promotions are based on seniority. 8. Be polite, efficient and businesslike when serving customers. 9. Be popular with the management of the Branch. 10. Do satisfactory work, because good performance is always rewarded. 11. Work without making any mistakes. 12. Be popular with the Bank's customers. If a Teller wants to become a Branch Mans er he/she must: 13. Get a college degree. 14. la a competent Teller. 15. Get an outstanding rating on the written performance review. 16. Submit a request to the Branch Manager. 17. Move through the ranks - (Teller, Senior Teller, General Teller, Administrative Teller, Assistant Manager, Manager). ndent u on: Whether or not a Teller ets a increase is de 18. The number of times the Teller does not balance at the end of the day. 19. The number of customer complaints. 20. Whether or nor he/she is popular with the management of the branch. 21. How popular the Taller is with the other employees of the Bank. 22. Having more formal education. 23. The written performance rating. 24. How long the Teller worked for the Bank. Not At All Accurate DEGREE OF ACCURACY Marginally Accurate f3 8») Pm) Somewhat Accurate Generally Accurate ‘\ Very Accurate UI U1 Ul U! U! SECTION lo - WORK ATI'I'I'UDES 147 tives for each statement. the company or organization for which they work. indicate the degree of your agreement or disagreement with each statement. Listed below are a series of statements that represent possible feelings that individuals might have about With respect to your own feelings about the Bank, please Circle one of the seven alterna- How mch do vou agree with the statement? I. 10. ll. 12. 13. I an willing to put in a great deal of effort beyond that normally expected in order to help the Bank be successful. I tell my friends this is a great organization to work for. I feel very little loyalty to the Bank. I would accept almost any type of job assignment in order to keep working for the fink. I find that my values and the Bank's values are very similar. I am proud to tell others that I am part Of the has I could Just as well be working for a different organisation as long as the type of work was similar. The Bank really inspires the very best in me in the way of job performance. It would take very little change in my present circumstances to cause me to leave the Bank. I an extremely glad that I chose this organisation to work for over others I was considering at the time I Joined. There's not too much to be gained by sticking with the Bank indefinitely. Often, I find it difficult to agree with the Bank's policies on important matters relating to its employees. I really care about the fate of the Bank. Strongly Disagree Moderately Disagree '0 '0 Slightly Disagree Neither Disagree or agree Slightly Agree Moderately Agree Strongly Agree \l ‘J ~ -..“ , . ways J- 1'31: '40-; a; ——a——- ., For at this . :rganxations i~ “ending to - :eimite 11's: '. 71: 3am: is r 6:22:59: or no - he it‘loynen as :a :icuLa :4: all sum — ...e to; 3:133: "Sara" for the harm here. '- I in”! eagle: Starvisors 'I'l Ifeel gm :h “"9 undid vi ‘ "30?: to stay 30551515 1" ""111 Pram: ‘1‘th the flex - .selieve thatl ‘ let. .\ :v‘" 1‘ J. prawn. 148 SECTION 6 -HDRK ATTITUDES (continued) Listed below are a series of statements that represent possible feelings that individuals might have about the company or organization for which they work. With respect to your own feelings about the Bank, please indicate the degree of your agreement or disagreement with each statement. Circle one of the seven alterna- tives for each statement. Neither Strongly Moderately Slightly Disagree Slightly Moderately Disagree Disagree Disagree or agree Agree Agree How much dggyou agree with the statement? 11.. For me this is the best of all possible organizations for which to work. 1 2 3 b S 6 15. Deciding to work for the Bank was a definite mistake on my part. 1 2 3 4 S 6 16. The Bank is really concerned about whether or not I like my job. 1 2 3 A 5 6 17. The Employment Department at the Bank was particularly concerned that I find a job well suited to my needs. 1 2 3 a S 6 18. The top management of the Bank has little regard for the well being of people who work here. 1 2 3 a 5 6 19. I have complete confidence that my supervisors will treat me fairly. l 2 3 4 S 6 20. I feel good that the interviewers were candid with me. 1 2 3 4 5 6 21. I hope to stay at the Bank as long as possible. i 2 3 4 5 6 22. I will probably look for another job within the next six months. 1 2 3 a 3 6 23. I believe that I will become a good teller. I 2 3 a 5 6 24. I will be working under a lot of pressure. 1 2 3 a 5 6 Strongly Agree ‘4 149 SECTION 5 - BIOGRAPHICAL DATA 1. 2. 5. 6. What is your name? We would be grateful if you would answer the following personal questions. This will help us to compare your responses with others who have similar and different backgrounds. Remember no employee or officer of the Bank will ever learn how you answered this survey. Have you ever previously worked for this Bank? YES NO Have you ever previously worked as a teller at this Bank? YES NO Have you ever previously worked as a teller at another bank? Do you have any friends who are tellers at this Bank? YES a) Are any members of your family employed at this Bank? YES b) YES NO NO NO If yes, what do they do? 150 SURVEY OF NEW BANK TELLERS QUESTIONNAIRE # 2 This questionnaire was developed as part of a Michigan State University study of newly hired bank tellers. The questions are designed to obtain your expectations of the job you will be doing, and your reactions to it. There are no "trick” questions. Your individual answers will be kept completely confidential.. No employee or officer of the Bank will learn how 222 personally answered any particular question. The data are being collected by John Wanous and Roger Dean of Michigan State University, and no person from the Bank will ever see your name or responses. We have written your name at the top of this page so that we can compare your responses with others who have recently joined the Bank. Remember, no employee or officer of the Bank will ever know how you answered the SUI‘VEZ e Please answer each question as honestly and frankly as possible. Seal the completed questionnaire in the attached postage paid envelope, and mail it directly to Michigan State University. Thank you for your coop- eration. For information about this questionnaire and its use please contact: Professor Roger A. Dean Professor John P. Wanous Department of Management Department of Management Michigan State University Michigan State University East Lansing, MI 48824 East Lansing, MI 48824 Phone: (517) 353-5415 Phone: (517) 353-5415 151 SECTION 1 - DESCRIPTION OF THE TELLERS JOB In this section, we are interested in finding out what you think about the Tellers' job at the Bank. For each of the statements you are asked to write: Z_ for "yes” if it describes what your job is like now. N_ for "no" if it does N93 describe what your job is like. 3_ if you cannot decide. Please describe what HERE on Please describe what PA}. the Tellers' job is like is like _____ Fascinating Income adequate for __ Routine __ normal expenses _____ Satisfying Satisfactory profit __ Boring __ sharing _____ Good _____ Barely live on income _____ Creative _____ Bad _____ Respected _____ Income provides luxuries __ Hot __ Insecure _____ Pleasant _____ Less than I deserve __ Useful __ Highly paid __ Tiresome __ Underpaid __ Healthful _____ Challenging _____ On your feet .____ Frustrating __ Simple _____ Endless Gives sense of accomplishment REMEMBER: 152 For each statement you are asked to write: I. for ”yes” if it describes what your job is like now. N_ for ”no” if it does NOT describe what your job is like. ? if you cannot decide. Please describe what opportunities for PROMOTION are like. Good opportunity for advancement Opportunity somewhat limited Promotion on ability Dead-end job Good chance for promotion Unfair promotion policy Infrequent promotions Regular promotions Fairly good chance for promotion Please describe what your CO-WORKERS are like. Stimulating Boring Slow Ambitious Responsible Stupid Fast Intelligent Easy to make enemies Talk too much Smart Lazy Unpleasant No privacy Active Narrow Interest Loyal Hard to meet Please describe what SUPERVISION of the job is like. Asks my advice Hard to please Impolite Praises good work Tactful Influential Up-to-date Doesn't supervise enough Quick tempered Tells me where I stand Annoying Stubborn Knows job well Bad Intelligent Leaves me on my own Lazy Around when needed REMEMBER: For each statement you are asked to write: I04 3. if you cannot decide. Please describe what the Bank's CUSTOMERS are like. Annoying Friendly Easy to work with Unreasonable Rude Grateful Discourteous Tough to please Helpful Pleasant Impatient Expecting too much for "yes” if it describes what your job is like now. N for "no” if it does NOT describe what your job is like. Please describe what TELLER TRAINING was like. Comprehensive Unnecessary Easy Boring Demanding Full time work (8 hours a day) A good opportunity to learn the job Lasts 15 days A realistic introduction to the job Pun Interesting Examiniation-oriented No. 154 ION 2 - DESCRIPTION OF CAREER help you achieve these goals. how vou answered these questions. In this section, we are interested in finding out about your career goals, and how you expect the Bank will Please answer these questions as honestly as you can. RememberI no ggployee or officer of the Bank will learn For each statement please circle the number to indicate how accurate that statement is: p. I 5. 5. 3. 9. 10. 11. NL I really want to be promoted within the teller ranks (to Senior Teller, General Teller, Administrative Teller). I want to remain working as a Teller for a long time. I hope to continue working at the Bank, but not as a Teller. I hope to become a Branch Manager. There are opportunities for me to pursue my career interests in the Bank. The Bank provides information about how different jobs fit into different career programs. The Bank provides information and couaeling about my career.' The Bank helps me achieve my personal career goals. The Bank does not take people's career interest into consideration when placing them in various positions. Supervisors I will work for at the Bank will inhibit my career interests. The Bank makes it difficult for me to change into a different career. The Bank exposes people to Jobs that fit into various career patterns. DEGREE OP ACCURACY Not At All Marginally Somewhat Accurate Accurate Accurate l 2 3 l 2 3 l 2 3. l 2 3 1 2 3 l 2 3 1 2 3 1 2 3 1 2 3 l 2 3 l 2 3 l 2 3 Generally Accurate ‘~ Very Accurate ”I U! U. \I‘ U. u. Us 155 sscnos 3 KNOULEDGE or mu: POLICIES In the section, we would like to find out how much you know about the Bank's policies with regard to promo- tions, advancements and pay raises. From what you already know about the tellers' job, please indicate how accurate each statement is about the tellers' job. Circle a number beside each statement, showing how accurate you think it is. DEGREE OF ACCURACY Not At All Msrginally Somewhat Generally Very Accurate Accurate Accurate Accurate Accurate If a Teller_wggts a promotion to Senior Teller_h3/she needg_£g: 1. .Discuss it with the manager. 1 2 3 A 5 2. Get a consistently “commendable” rating on the written performance review. ' l 2 3 4 5 3. Be in his/her present position for at least eighteen months. 1 2 3 4 5 ‘0. Get a college degree. 1 2 3 4 5 5. Have demonstrated a knowledge of many prescribed banking functions. 1 2 3 a 5 6. Be able to perform many prescribed banking functions. 1 2 3 A S 7. Stay at the Bank, because promotions are based on seniority. l 2 3 4 5 8. Be polite, efficient and businesslike when serving customers. 1 2 3 a 5 9. be popular with the management of the Branch. 1 2 3 a 5 10. Do satisfactory work, because good performance is always rewarded. l 2 3 A 5 ll. Uork without making any mistakes. 1 2 3 4 5 12. is popular with the Bank's customers. 1 2 3 a 5 If a Taller wants to become a Branch Managgr. ha/she must: 13. Get a college degree. 1 2 3 a 5 14. Be a competent Teller. 1 2 3 a S 15. Get an outstanding rating on the written performance review. 1 2 3 4 5 16. Submit a request to the Branch Manager. 1 2 . 3 4 5 17. Move through the ranks - (Teller, Senior Teller, General Teller, Administrative Teller, Assistant Manager, Manager). 1 2 3 a 5 Whether or not a Teller gets a pay incrgese is depgndent upon: 18. The number of times the Teller does not balance at the end of the day. l 2 3 a 5 19. The number of customer complaints. 1 2 3 a S 20. Whether or nor he/she is popular with the management of the branch. 1 2 3 4 5 21. Bow popular the Teller is with the other employees of the Bank. 1 2 3 a 5 22. Having more formal education. 1 2 3 a 5 23. The written performance rating. 1 2 3 a 5 24. How long the Teller worked for the Bank. 1 2 3 4 5 SECTION A -'HORK ATTITUDES 156 tives for each statement. the company or organization for which they work. indicate the degree of your agreement or disagreement with each statement. Listed below are a series of statements that represent possible feelings that individuals might have about with respect to your own feelings about the Bank, please Circle one of the seven alterna- How mch do you agree with the statement? I. 2. 3. 4. 5. 6. 10. 12. 13. I am willing to put in a great deal of effort beyond that normally expected in order to help the Bank be successful. I tell my friends this is a great organization to work for. I feel very little loyalty to the Bank. I would accept almost any type of Job assignment in order to keep working for the Bank. I find that my values and the Bank's values are very similar. I am proud to tell others that I am part of the Bank. I could just as well be working for a different organization as long as the type of work was similar. The Bank really inspires the very best in me in the way of job performance. It would take very little change in my present circumstances to cause me to leave the Bank. I am extremely glad that I chose this organization to work for over others I was considering at the time I joined. There‘s not too much to be gained by sticking with the Bank indefinitely. Often, I find it difficult to agree with the Bank's policies on important matters relating to its employees. I really care about the fate of the Bank. Strongly Disagree Moderately Disagree Cw) Slightly Disagree Neither Disagree Slightly or agree Agree 4 5 A 5 A 5 A 5 A 5 A 5 A 5 A 5 A 5 A 5 A 5 A 5 A 5 Moderately Agree Strongly Agree \‘ q . P ... n. use: they :ustoner Deciding : {finite The Bank a: not I 51? branch Stancards T3: 53,319 134?: lcula it‘ll SUI I 3? bfanch mloyees 33815. T5" :0? n regard f0 BUCK here ‘upef‘v’i So 2.? branch remore“, in d1i5., in SEYVIn I feel 30 t" ‘ tel I 50;! to 30551519. " bl’mch "3921,. r I 3111 Dr Within th I 5&1er SECTION A - WORK ATTITUDES (continued) Eicnw lie. 17. 18w 19. 22. 23. 2h. 25. 29. 30. 31. 157 tives for each statement. the company or organization for which they work. indicate the degree of your agreement or disagreement with each statement. Listed below are a series of statements that represent possible feelings that individuals might have about with respect to your own feelings about the Bank, please Circle one of the seven alterna- much dquou agree with the statement? For me this is the best of all possible organizations for which to work. My branch manager supports employees when they come with new ideas on customer service. Deciding to work for the Bank was a definite mistake on my part. The Bank is really concerned about whether or not I like my job. My branch manager sets definite quality standards of good customer service. The Employment Department at the Bank was particularly concerned that I find a job well suited to my needs. My branch manager meets regularly with employees to discuss work performance goals. The top management of the Bank has little regard for the well being of people who work here. I have complete confidence that my supervisors will treat me fairly. My branch manager accepts the responsibilities of his/her Job. My branch manager gets the people in different jobs to work together in serving branch customers. I feel good that the interviewers were candid with me, when I applied for a tellers' job. I hope to stay at the Bank as long as possible. My branch manager works at keeping an orderly routine going in the branch. I will probably look for another job within the next six months. I believe that I am a good teller. I find I am working under a lot of pressure. My branch manager takes time to help new employees learn about the branch and its customers. Strongly Disagree Moderately Disagree IQ '9 Slightly Disagree Neither Disagree Slightly or agree Agree U. UI U: U! UI {1‘ UI U! Moderately Agree 0\ Strongly Agree \l .\1 \J PI 34 158 SECTION 4 - wosx ATTITUDES (continued) Now we would like to know what you think of the Bank's customer service, and how you learnt about the tellers job at the Bank. Please indicate your answers to the following questions with a check mark (/). 32. How do you think the customers of your branch view the general qual- ity of the service they receive in your branch? Outstanding Excellent Good Not so good Bad Terrible 33. Where did you first receive a description of the teller job? Staff Employment department downtown At the branch where I applied At both places From a friend or relative at the Bank Can't remember Other (explain) 34. Looking back, which description of the teller's job now seems to be the most accurate? Staff Employment office Branch bank Friend or relative None of them 159 SECTION 4 - WORK ATTITUDES (continued) th sure Other (explain) 35. Where would you suggest giving teller applicants a description of the job? Staff Employment Office Branch bank Both places . Other (explain) 36. How would you suggest we present teller applicants with this infor- mation about the job? In a booklet for applicants In interviews with Employment staff In interviews with Branch Managers In conversations with tellers Other (explain) 37. Knowing what you know now, is there anything you wish they had told about the job when you applied? No Yes (explain) 160 PERFORMANCE APPRAISAL Teller's Name Branch Orientation Date Subject Code Please supply the following information for the appraisal period of to . Number of days scheduled to work Number of days absent Number of days late Number of customers served Number of differences Cumulative difference amount ($) (averages and shortages) Please rate the general quality of this teller's performance: Outstanding - 10 Commendable Competent - Fair - r—wamO‘Nm‘O Thank you for your cooperation. Please return this form to: Professor Roger A. Dean Department of Management Michigan State University East Lansing, MI 48824 Phone: (517) 353-5415 161 SELF SELECTION REALISTIC/CONTROL CANDIDATES NAME DATE Was candidate sent from a branch? YES __ NO __ Did candidate request ”Teller"? YES __ NO __ When was candidate given a booklet? First Interview Second Interview Other (Explain) Was candidate invited to testing? YES _____ NO _____ Date of testing Did candidate return for testing? YES ______ NO ______ Did candidate ask to be considered for another position besides teller? YES ______ N0 _____ What other position? Job Offer? YES __ NO __ Accept Offer? YES __ NO __ Attended Orientation? YES NO Comments: LIST OF REFERENCES LIST OF REFERENCES Angle, H. L. and Perry, J. L. (1978) Organizational Commitment: Exten- sion of a concept to urban mass transit (Working paper, University of California, Irvine). Argyris, C. (1960) Understanding Organizational Behavior. Homewood, Illinois: The Dorsey Press. Becker, H. S. 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