Instructions
Finding credible sources is a starting point for research of all sorts. The literature review process described below will provide foundational sources for your final project. Because this review is extensive and detailed, you should compile it as you progress through the course. You’ll be asked to submit it before completing your final research proposal project. The review itself is formatted as an annotated bibliography; however, in order to more fully establish the credibility and applicability of each source you choose, the content of its entries will be more extensive than those of more ordinary bibliographies. You will also notice that the scoring rubric is somewhat different from the others in the course in order to enable your instructor to give you specific pointers on each source.The University Library has curated guidelines for citations and annotated bibliographies at
https://library.pennwest.edu/citation
Literature Review: Annotated Bibliography and Resource Credibility Assessment Finding credible sources is a starting point for research of all sorts. The literature review process described below will provide foundational sources for your final project. Because this review is extensive and detailed, you should compile it as you progress through the course. You’ll be asked to submit it before completing your final research proposal project. The review itself is formatted as an annotated bibliography; however, in order to more fully establish the credibility and applicability of each source you choose, the content of its entries will be more extensive than those of more ordinary bibliographies. You will also notice that the scoring rubric is somewhat different from the others in the course in order to enable your instructor to give you specific pointers on each source. Any research project benefits from a variety of source materials. As you assemble your literature review, you should seek to include only the best quality and most relevant materials. While you may choose to use Wikipedia and other collaborative sources as starting points for your research, please remember that such sites are inherently unstable; hence are not appropriate for annotation in this assignment. You’ll find poor quality sources can waste a great deal of your research time in the end, so take care to avoid them whenever possible. The University Library has curated guidelines for citations and annotated bibliographies at https://library.pennwest.edu/citation Program and Assessment Linkages Programmatic and Management Concentration Goals Assessed MGT7300 Learning and Project Objectives MBA3: Assess the impact of business processes and decisions on the enterprise and its people, the community, broader society, and the environment as a whole. MGT3: Develop ethical organizational leadership, management, and followership competencies (MBA 3, 4, 5). CLO3: Assess what is good evidence, where it is found, and how it is used. Assess the credibility of the resources you have assembled to help solve the practical, everyday, management research problem you chose in Topic 2 Assessed Components 1. State your research problem and research questions a. Since these will be graded in your final proposal project, failure to cite both the problem and questions at this point will result in an overall 5-point reduction of your assignment grade. b. If political stance is important to your research problem, clearly state why you intend to look at politically biased sources. Because strong political bias may jeopardize the credibility of sources exhibiting it, you may only cite such sources in this literature review if you justify their inclusion at the outset. If you do choose to use politically biased sources, be sure to counterbalance them with an opposing view in another source used in the project. 2. Identify 10 sources that will help in your quest to solve your research problem. Include two each from the following locations (location is assessed as 20% of each submission): a. Two peer-reviewed, scholarly sources that must be available in full-text in the University Library (the sources must be reputable; be sure to check their peer-review and editorial policies, and be suspicious of quick-to-publish and pay-to-publish journals) b. Two professional sources that must be available full-text in the University Library (books are not appropriate for this assignment) c. Two print news sources that are available online (news or analysis, not opinion) d. Two internet sources that are available online that broadcast news, or are professional association or company web sites e. Two other internet sources that qualify as scholarly or professional f. Choosing a scholarly or professional source that is NOT available full-text in the University Library will earn 0% for this category (for instance, a source for which only the abstract is available but inter-library loan is not) 3. Each source entry is worth 10% of this assignment. For each source a. Provide a complete reference formatted in APA 7th Edition format (10%) i. Consult a credible source, such as the APA site https://apastyle.apa.org/style-grammar-guidelines ii. Each error type (e.g., capitalization, naming convention, page range, etc.) will have points deducted from the category iii. Auto-generated references from the library and internet are rarely completely correct—you must fix them before citing them b. Properly identify the type or genre of source you have chosen (20%). Points will be deducted for: i. Misidentifying the type of source (e.g., a professional source is misidentified as a scholarly source) ii. Misidentifying the type of article. Journals, for instance, contain various types of articles; be sure to specify the types of research, analysis or criticism involved. Sources such as book reviews will earn 0 points iii. Mistaking opinion (op-ed) for news or analysis c. Briefly summarize (no more than two sentences) the essence of the source (10%) d. Assess the credibility of the source and its author (or organization) in two or three sentences (20%). You will need to research the credibility of the source itself i. Use https://mediabiasfactcheck.com/ for many types of news sources, professional journals, reports, foundations, and websites. Look for highly factual sources (you will find that some commonly used business sources are less factual than you may think). Avoid sources that are extremely biased politically unless you first justify their use as part of your research problem ii. You can also verify that your source adheres to the principles of the International Fact-Checking Network https://www.poynter.org/ifcn/ iii. Scholarly sources should be carefully researched, as there are many predatory (pay-to-publish) journals that get swept into the library databases. They eventually get purged or at least flagged, but the risk remains so you need to check out the source. e. Specifically describe the relevance of the source to helping you solve your research problem in two or three sentences (20%) Format The format of your paper should be that of an evaluative APA 7th Edition Annotated Bibliography. The list of references must include 1. The APA reference, listed in order of first author’s surname 2. Your assessment of the source and its author (remember that organizations can serve as authors) 3. A description of source type and genre 4. A summary 5. A credibility assessment 6. A relevance assessment Rubric: Resource Credibility Matrix for Each Source Criteria Advanced 100% Proficient 85% Basic 75% Developing 65% Careless 50% Unsatisfactory 0% APA Format 10% Proper APA style used. Proper formatting applied, but not in alphabetical order One formatting error such as capitalization, italics, or missing page range (in paginated source) Two formatting errors such as capitalization, italics, or missing page range (in paginated source) Available Digital Object Identifier (DOI) is missing, or search string/permalink used instead of DOI or working URL Major or multiple formatting errors or some other formatting style applied Location 20% Freely digitally available to class in full-text. If scholarly or professional, full-text in the Manderino Library N/A Freely digitally available to class in full-text. If scholarly or professional, full-text only available outside of Manderino Library if scholarly or professional N/A Scholarly source only available from unstable location such as Research Gate. Not available digitally to class, only abstract available, or from an unstable source or cheat site Genre 20% Identified properly and is of excellent quality Identified properly and is of acceptable quality N/A Identified properly, but source is of questionable quality Mis-identified (i.e., professional article miscast as scholarly or opinion miscast as news report) but is of acceptable quality Not identified or of poor quality, from an unstable source or cheat site, genre not appropriate for this assignment Summary 10% Succinctly and accurately summarizes in one or two sentences N/A Accurate summary is too long or too short N/A Summary only partially captures the essence or is not clear Missing or erroneous summary or from an unstable source or cheat site Credibility 20% Credibility clearly, accurately, and decisively established in two or three sentences N/A Credibility accurately established in two or three sentences N/A Assessment only partially captures the nature of credibility or is not clear Missing assessment or from an unstable source or cheat site Relevance 20% Relevance clearly and decisively established in two or three sentences N/A Relevance established in two or three sentences. N/A Assessment only partially captures the nature of relevance or is not clear Missing assessment 2 January 3, 2023 Psychological Bulletin 2001, Vol. 127. No. 3. 376-407 Copyright 2(X)1 by the American Psychological Association, Inc. (XB3-2909/01/S5.00 DOI: I0.1037//0033-2909.I27.3.376 The Job Satisfaction-Job Performance Relationship: A Qualitative and Quantitative Review Timothy A. Judge University of Iowa Carl J. Thoresen Tulane University Joyce E. Bono University of Iowa Gregory K. Patton University of North Dakota A qualitative and quantitative review of the relationship between job satisfaction and job performance is provided. The qualitative review is organized around 7 models that characterize past research on the relationship between job satisfaction and job performance. Although some models have received more support than have others, research has not provided conclusive confirmation or disconfirmation of any model, partly because of a lack of assimilation and integration in the literature. Research devoted to testing these models waned following 2 meta-analyses of the job satisfaction-job performance relation- ship. Because of limitations in these prior analyses and the misinterpretation of their findings, a new meta-analysis was conducted on 312 samples with a combined N of 54.417. The mean true correlation between overall job satisfaction and job performance was estimated to be .30. In light of these results and the qualitative review, an agenda for future research on the satisfaction-performance relationship is provided. The study of the relationship between job satisfaction and job performance is one of the most venerable research traditions in industrial-organizational psychology. This relationship has been described as the "Holy Grail" of industrial psychologists (Landy, 1989). Indeed, interest in the link between workplace attitudes and productivity goes back at least as far as the Hawthorne studies (Roethlisberger & Dickson, 1939), and the topic continues to be written about to this day. Although the area has not lacked for qualitative (Brayfield & Crockett, 1955; Herzberg, Mausner, Peterson, & Capwell, 1957; Locke, 1970; Schwab & Cummings, 1970) or quantitative (laffaldano & Muchinsky, 1985; Petty, Mc- Gee, & Cavender, 1984) reviews, these reviews deserve some scrutiny. Moreover, there have been many developments in the past several years that merit renewed discussion and integration of this literature. Accordingly, the purpose of the present article is to reexamine the state of the literature concerning the relationship between job satisfaction and job performance. Given the breadth and complex- ity of the literature, as well as the nature of some of the issues that Timothy A. Judge and Joyce E. Bono, Department of Management and Organizations, University of Iowa; Carl J. Thoresen. Department of Psy- chology, Tulane University; Gregory K. Patton, Management Department. University of North Dakota. Joyce E. Bono is now at the Department of Psychology, University of Minnesota. We thank Frank L. Schmidt for his comments that inspired this study. Correspondence concerning this article should be addressed to Timothy A. Judge, who is now at the Department of Management, Warrington College of Business, University of Florida. Gainesville, Florida 32611. Electronic mail may be sent to
[email protected]. have arisen, we provide both a qualitative and a quantitative review of the literature. Thus, the article is organized into three major sections. First, we qualitatively review past research on the job satisfaction-job performance relationship. In this section, we briefly summarize previous reviews of the literature and then consider various conceptualizations of the satisfaction-perfor- mance relationship. Second, we report on the results of a meta- analysis that remedies limitations in past meta-analytic reviews and provides the most comprehensive evidence to date on the magnitude of the relationship between job satisfaction and job performance. Finally, in light of our qualitative and quantitative reviews, we provide suggestions for future research that could further understanding of the nature of the satisfaction-performance relationship. Past Research on the Job Satisfaction- Job Performance Relationship The potential linkage between employee attitudes and perfor- mance was considered in earnest in the 1930s, coinciding with (and as a result of) the Hawthorne studies and the ensuing human relations movement. Although the Hawthorne studies are com- monly credited with emphasizing a linkage between employee attitudes and performance, researchers were more circumspect in their conclusions than most assume (e.g., Roethlisberger, 1941). It is clear, however, that the human relations movement stimulated interest in the relationship. Following the human relations move- ment, the most influential narrative review of the job satisfaction- job performance relationship was published by Brayfield and Crockett (1955). In this article, the authors reviewed studies relat- ing job satisfaction to job performance as well as to a number of other behavioral outcomes (accidents, absence, and turnover). 376 JOB SATISFACTION AND JOB PERFORMANCE 377 Brayfield and Crockett concluded that there was not much of a relationship between job satisfaction and performance, labeling it as "minimal or no relationship" (p. 405). The Brayfield and Crock- ett review was limited by the very small number of published studies available for review at that time (only nine studies were reviewed that reported a correlation between individual job satis- faction and job performance) and the general subjectivity of qual- itative reviews. In spite of these shortcomings, Brayfield and Crockett's article was perhaps the most frequently cited review in this area of research prior to 1985. Since the Brayfield and Crockett (1955) review, several other influential narrative reviews have been published (Herzberg et al., 1957; Locke, 1970; Schwab & Cummings, 1970; Vroom, 1964). These reviews differed