𝔖 Bobbio Scriptorium
✦   LIBER   ✦

Evidence toward an expanded model of organizational identification

✍ Scribed by Glen E. Kreiner; Blake E. Ashforth

Publisher
John Wiley and Sons
Year
2003
Tongue
English
Weight
177 KB
Volume
25
Category
Article
ISSN
0894-3796

No coin nor oath required. For personal study only.

✦ Synopsis

Abstract

Recent research on organizational identification has called for the consideration of an expanded model of identification, which would include a more thorough treatment of the ways an individual could derive his or her identity from the organization. This paper begins to answer that call by testing operationalizations of the four dimensions of the expanded model: identification, disidentification, ambivalent identification, and neutral identification. Survey results from 330 employed adults support the discriminability of the four dimensions. This exploratory study also begins to establish the criterion‐related validity of the model by examining organizational, job‐related, and individual difference variables associated with the four dimensions of the model, and suggests implications for the expanded model's strong potential for applications in organizational identification research. Copyright Β© 2004 John Wiley & Sons, Ltd.

πŸ“œ SIMILAR VOLUMES

Towards an all-terrain identification me
Towards an all-terrain identification method for models of industrial processes
✍ L Boillereaux; J.M Flaus πŸ“‚ Article πŸ“… 1995 πŸ› Elsevier Science 🌐 English βš– 752 KB

In this paper, a new strategy of identification, based on Predictive Control, is presented. This method has already been developed for two years (Shook et al., 1991(Shook et al., & 1992)). However, in this paper is shown how to identify a process when the output is disturbed by an offset plus a drif

An organizational behavior model of stud
An organizational behavior model of students' evaluation of instruction
✍ Yoram Neumann; Edith Finaly-Neumann πŸ“‚ Article πŸ“… 1989 πŸ› Springer 🌐 English βš– 650 KB

The present study develops and tests an organizational behavior model of students' evaluation of instruction outlining the causal relationships among levels of instruction, feedback, goal-setting, student's accomplishment, and studem's instructional evaluation. The major findings of this study arc: