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Chiao Da Managemenl Review 均 1.32 No. 2, 2012 pp.171-205

服務氣候、目標導向、情威性專業承

諾與服務績效之關條

The Study of the Relationship among Service Climate

,

Goal Orientation

,

Affective Professional Commitment

and Service Performance

業品雯 1 Ching-Wen Yeh 中華科技大學企業管理系

Department of Business Administration, China University of Science and Technology

摘要:本研究音在探究服務氣候、目標導向、情是良性專業承諾與服務績效的 關條 。 本研究以台灣三大地區(台北、高雄、新竹) 122 家汽車駕訓班的教 師與學員為問卷調查實證的對象,採用 HLM 方法以檢測服務績效多層次模 式 。研究結果顯示: (一)服務氣候正向影響情威性專業承諾;(二)學習式 目標導向正向影響情戚性專業承諾;(三)表現式目標導向正向影響情成性專 業承諾; (四) 情戚性專業承諾正向影響服務績效; (五)情戚性專業承諾部 分中介服務氣候和服務績效之間的關條; (六)學習式目標導向正向影響服務 績效; (七) 表現式目標導向正向影響服務績效。 最後,依據研究結果提出有 關服務管理的建議,以供駕會11 業者參考 。 關鍵詞:服務氣候;目標導向;專業承諾;服務績效;服務管理

Abstract: We set out in this study to examine the relationships between service climate

,

goal orientation

,

affective professional commitment and service performance

,

exploring the influence on service performance stemming from service climate and goal orientation through affective professional commitment.

I Corresponding author: Department of Business Administration, China University of Science and Technology. Nankan皂,Taip凹,Taiwan. E-mail: jwyeh@cc.cust.edu.tw

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172 TheStu咚Iofthe Re/ationship among Service C/imate. Goa/Orientation. A加ctrνeProfessiona/ Commitment and Service 肉Iformance

Driving schools (122) in three regional markets ofTaiwan (Taipei, Kaohsiung and Hsinchu) are taken as examples to clearly illustrate these relationships. The present study contributes to the current knowledge on service performance, with its main strengths being the examination of data 企om multiple sources, the multi-level approach to the testing of the constructs, and the use of HLM to test the multi-level model ofthe antecedents of employee service performance

Our results reveal that: (i) service climate has a positive influence on affective professional comrnitment; (ii) a learning-goal orientation has a positive influence on affective professional comrnitrnent; (iii) a performance-goal orientation has a positive influence on affective professional comrnitrnent; (iv) affective professional comrnitrnent has a positive influence on service performance, (v) affective professional commitrnent partially mediates the relationship between service climate and service performance, (vi) leaming goal orientation has a positive influence on service performance, and (vii) performance goal orientation is positively related to service performance.

We conc1ude by providing suggestions for improvements in service management within the driving school industry in Taiwan

Keywords: Service c1imate; Goal orientation; Affective professional comrnitrnent; Service performance; Driving schools

1. Introduction

Customer evaluations of salespeople's performance are essential to managerial understandi月 ofsalespeople's contributions (Jackson et 試 .2010). A positive unit c1imate of concem for customers makes employees perceive that superior service is expected

,

desired, and rewarded

,

thus providing a strong motivational force for employees to provide high-quality service in their service delivery (Chuang and Liao, 2010)

Schneider (1980) had earlier argued that if customers provide good feedback, employees wiU invariably provide similar

,

or better, services at the next available opportunity. That is, Customer's word of mouth may enhance employees'

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Chiao Da Management Review 均 1.32 No 之 2012 173

motivation, and employees reciprocate with better service. This study sets out to determine whether employees exhibit any discemible improvements in their job performance as a result of their awareness of improvements in the overalI service

cIimate within their organization.

Van Dyne, Graham and Dienesch (1994) note that service personnel are the first-line representatives of a company within the overalI provision of services, with the actions that they take having the potential to either improve or damage the company's image (Schneider and Bowen, 1993). Extemal旬, employees

provide customers with the necessary information on a company's products or services

,

whilst intemally; they can propose suggestions to the company with the overalI aim of improving services. Therefore

,

one of the keys to the success of a company lies in improving the attitudes and behavior of service personnel

Schneider et al. (1998) proposed that employee's perceptions of how much the organization cares about customers or service quality rest on their perceptions

about service cIimate involving providing training that supports and facilitates

employee service delivery. A叮叮tive professional commitment refers to an

employee's emotional attachment to identification with, and involvement in jobs. Because a positive service cIimate may help employees perceive that superior service is expected desired

,

and rewarded

,

thus providing a strong motivational force for employees to deliver better service. Therefore, according motivational theory, we argue that service cIimate influence employee affective professional

commitment and service performance. Dweck's motivational theory suggests that

goal orientation is a relatively stable dispositional trait that covaries with the individual's implicit theory of ability (Dweck and Leggett, 1988). Leaming goal

orientation has a positive effect on motivation and performance (Roberts

,

Treasure and HalI, 1994). We apply motivational theory to develop a model that Iinks

service cIimate with goal orientation

,

affective professional commitment and service performance.

We adopt the proposal of Harris and Ogbonna (2006), connecting the

‘金ontline customer-contact personnel' with the ins仕uctor司cI ient interaction in driving instruction services. Hammond et al. (2004) describe how students in a

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174 TheStu砂 oftheRelationship among Service Climate. GoalOrientation. Affectiν'e Professional Commitment and Service Performance

the interaction between service providers and their clients will ultimately influence the positive or negative images of their organization amongst consumers. Given the growth in driving schools perrnitted by new laws in Taiwan, it is somewhat surprising that there has been no investigation of service perforrnance amongst driving instructors. Hence, we consider the main recipients of this particular instructional service to investigate the service climate, the perception of the organizational service climate amongst the instructors, and the perceptions of the service perforrnance ofthe driving instructors amongst their customers

Van Dyne et al. (1994) note that since direct contact personnel are representing the company when providing services

,

they can directly improve or damage its image (Schneider and Bowen, 1993); thus, improving the attitudes and behavior of service personne1 can be a key to the success ofthe company. This study determines whether the professional commitrnent of driving school instmctors is improved as a result of their awareness of an irnproved service clirnate within their organization

Meyer and Allen (1993) argue that those with a缸ective commitrnent are more likely to exert effi。此 toeffectively caηy out their role. Meyer et al. (1993) earlier found that a宜ective cornmitment was positively correlated with unit-managed ratings ofperformance and consideration for promotion. Wood et al. (2000) note that employees with high levels of professional cornmitment are typically dedicated to their career and ensure consistent service quality to their customers. In the service encounter

,

as opposed to simply being workers

,

employees are essentially performers

,

and their behavioral perfo口nance is the quality of service perceived by their customers (Binter and Brown, 2000; Yoon et al., 2001). Vandenberghe et al. (2007) argue that affective commitment to customers enhances service quality

,

whilst Siders et al. (2001) also propose that affective commitment by sales executives towards their customers is related to customer-relevant 0句 ectiveperforrnance

Dweck and her colleagues (Dweck and Leggett, 1988; Licht and Dweck,

1984) have proposed that the goals pursued by individuals create the framework for their interpretation and reaction to events or outcomes. They have identified two c1asses or type of goals: performance goal and leaming goals. In their attempts to achieve success, peo

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Chiao Da Management Reνiew Vol. 32 No. 2. 2012 175

perfonnance-goal' orientation (Elliott and Dwe吐, 1988; Dweck and Legge哎,

1988). Although Button et al. (1996) note that those with a leaming-goal orientation will tend to focus on improving the廿 personal skills, there has, nevertheless, been little discussion within the prior studies on the correlation between goal orientation

and affective professional commitment. Thus, there are unanswered questions

relating to whether a leaming-goal orientation can help people to improve their

skills

,

become more familiar with their roles and to generally become more

comm的ed, or whether a performance-goal orientation can make people become more committed to their jobs based upon their desire for acknowledgement by their

supervisors. The intluence of service climate on affective professional commitment IS,的 y前, undeterrnined; thus, a further unanswered question is whether employees can hold on to their passion for their work and achieve higher job perfonnance as a

result ofthe service climate.

Few things are as important to service finns as the behavior and attitude of direct contact employees towards their customers. The service climate will, inωrn,

influence service performance, which will ultimately impact on customer satisfaction (Borucki and Burke

,

1999; Johnson

,

1996). Several studies have

examined the relationship between service climate and the evaluation of services by customers (Schneider and Bowen, 1993; Johnson, 1996; Yoon et a/., 2001). In the present study

,

we argue that the service climate influences professional commitment

,

thereby enhancing service perfonnance. Focusing on employees and their dyadic interactions with customers at the service encounter level

,

we investigate the goal orientation

,

professional commitment and service performance of employees

,

as

perceived by customers; such a focus has managerial implications for the evaluation of the performance of individual employees.

Data for this study are collected from both employees and customers

,

with this multi-level approach being used to integrate the relationship between service

climate

,

goal orientation

,

professional commitment and service perfonnance. We test our proposed model using data on instructors and customers at driving schools and by adopting

hierarchical linear modeling" (HLM). Our research objectives are

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176 TheStua伊 oftheRelationship among Service Climate. GoalOrientatiol習, Ajj告ctiveProfessional Commitment and Service Performance

service climate on service performance; (iv) the influence of professional commitment on service performance; and (v) whether professional commitment mediates the relationship between service climate and service performance.

2. Literature Review and Hypothesis Development

Schneider (1990) points out certain constructs of an organizational service climate, including global service, customer orientation and managerial practices. Of these

,

global service refers to the value that an organization places on service quality and the leve1 of resources they invest in achieving high-quality services Customer orientation indicates that an organization uses various methods to satis砂

the needs of its customers

,

whilst also placing effort into improving the quality of its service. Managerial practices refer to the support and rewards for high-quality services provided by supervisors.

Other scholars define the organizational service climate as the employees' perception of the organization's emphasis on high-quality services

,

including awareness of service, customers

,

quality and teamwork. A service climate is defined as the shared perceptions amongst employees, with regard to the policies

,

practices and procedures in customer services that are expected, supported and rewarded (Schneider et al.. 1998). The term "climate" involves the idea of shared norms; that is

,

the service climate is the message that employees receive regarding the importance attached to service delivery within their organization (Schneider and Bowen

,

1993). “A service climate in this study is defined as the shared perceptions amongst employees

,

with regard to the policies, practices and procedures in customer services that are expected, supported and rewarded (Schneider et al.. 1998). The term "climate" involves the idea of shared norms; that is

,

the service climate is the message that employees receive regarding the importance attached to service delivery within their organization (Schneider and Bowen

,

1993)"

Affective professional commitment refers to the identification and commitment that people have towards the values of their occupation

,

the perceived loss due to a change in such occupation and the commitment to internal

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ChiaoDa M.αnagemenf Reνiew Vol. 32 No. 2, 2012 177

nonns and standards (Meyer et al., 1993). Affective professional commitment is operationalized in this study using a version of the Meyer et al. (1993). Meyer et al. (1993) proposed that a person who is affectively committed (i.e. has a strong desire to remain in the occupation) might be more Iikely than someone who is not attached to keep up with developments in the occupation (e.g., by subscribing to trade joumals or attending conferences)

,

to join and participate in relevant associations, and so on. Such commitment is based upon the ways in which professional workers within an organization identi秒 with, and care about

,

their work (Blau and Scott

,

1962). A high level of professional commitment suggests that people are committed to the values of his/her profession

,

are proud of their profession

, and are willing

to work harder for it.

Service-oriented behavior requires employees to use their abilities and qualities flexibly to satis

fY

customer needs (peccei and Rosenthal, 2001) Kopelman et al. (1990) argue that the c\imate within an organization affects employee behavior through cognition. According to Brown and Leigh (1996), the work e缸ort of employees ultimately comes under th凹 own control

,

with such effort being sensitive to their perceptions of the climate at work. When direct contact employees perceive that their organization emphasizes customer service

,

they are likely to respond by investing more time and energy into their work activities (Yoon et al., 2001)

The present study focuses on a狂ective commitrnent to occupation since it is argued in several of the prior studies that this predicts desired employee behavior (Meyer et al., 2004; Vandenberghe et al., 2004). When direct contact employees perceive that their organization is setting standards for customer service by removing barriers to service quality, and by training and rewarding employees for providing excellent service, this results in the positive development of employees' work attitudes (Little and Dean, 2006) which are then reflected in their delivery of value to customers; that 的, the service c\imate comrnunicates a message to employees that their professionalism and consistent customer service quality will be rewarded. A service c\imate m呵, therefore, encourage employees to identi命 with

their profession and to place some emphasis on continuing professional development to improve their knowledge and skills

,

so as to ensure the consi

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178 The Study ofthe Relationship among Serνice Climale. GoalOrientalion.

Affectiν'ePr,哄'ssionalCommilment and Service Performance

delivery ofhigh-quality services to their customers

Meyer et al. (1993) propose that affective commitment towards an occupation wil1 be further developed when involvement in the occupation

provides oppo此unities for the development of valued skil1s. In order to achieve

high-quality customer service

,

many organizations provide such opportunities to help their employees develop these highly-valued skills, such as enabling employees to participate in relevant associations and to attend conferences. When

employees feel that their organization values good quality service, they will invariably work harder to improve their skil1s. On the basis of the preceding discussion, the service c1imate within a work unit may have top-down inf1uence

on the affective professional comrnitment of employees; thus we propose:

H1: Service climate is positively related ωq加ctiveprofessional

commítmenι

People with a leaming-goal orientation wil1 constantly strive to improve their

competency in a given activity by using effective leaming strategies to help them to perform better (Dweck and Leggett

,

1988)

,

whilst those with a performance-goal

orientation will strive to demonstrate their abilities through their task performance

,

thereby gaining favorable assessments of their competence (Dweck and Leggett, 1988). These two goal orientations wiI1 foster different response pattems.

Leaming-oriented individuals wil1 seek out challenging tasks and continue to strive

under difficult conditions; conversely, when faced with failure, those with a

performance-goal orientation wil1 invariably attribute this to low ability which

ultimately has a negative effect

,

and they may seek to withdraw entirely from the

actlvlty.

Middleton and Midgley (1997) indicate that leaming-goal oriented students achieve more positive results in leaming and self-吋 ustm酬, whilst Button et al. (1996) also note that those with a leaming-goal orientation tend to focus on their own growth and improvement

,

which enhances their future job performance. VandeWal1e (1997) also notes that leaming-goal oriented in.dividuals focus on their

self-improvement by acquiring new skills. We can further assume that people who

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Chiao Da Managemenf Review 的1.32 No. 2, 2012 179 sel f-Iearnir嗨, and that they may push themselves to develop new skills since they perceive their efforts as being valuable. They believe that success and abilities are

determined by the level of sophistication of a person's skiUs; thus

,

they will place

greater tlm巴,effort and commitment into developing such skills.

Leaming-oriented individuals tend to deal with circumstances by putting

greater e缸6rt into their jobs and by attempting to identify those strategies that are

necessary to successfully meet the demands of the job (Dweck and Leggett, 1988) There is a consistent link between leaming orientation and affective outcomes, such as intrinsic interest, task enjoyment and satisfaction (Harackiewicz et al., 1997), and we might expect to find employees with a strong leaming orientation to exhibit more task persistence and task enjoyment; therefore

,

employees with such a strong leaming orientation will, in tum, exhibit a positive correlation with a仔ectiveprofessional commitment.

Perfo口nance-goal oriented individuals believe that abilities are innate and that

they are the key to success (Duda and Nicholls, 1992; Roedel and Schraw, 1994); they are also willing to work to accomplish their perforrnance goals. However

,

they

differ 企om leaming-oriented individuals in terrns of the satisfaction and enjoyment

they derive from the effort required to maintain their standards. We might expect employees with a strong perforrnance orientation to exhibit low task persistence and

task enjoyment, and therefo時, to demonstrate a negative correlation with affective

professional commitment

H2a: Learning-goal orientation is positively related to affective professional commitmenl.

H2b: Performance-goal orientation is negatively related to affective professional commitmenl.

We follow Liao and Chuang (2004) defme employees' service perforrnance

as employees' behaviors of serving and helping customers. Employee service

perforrnance refers to the resu1ts of service perforrnance

,

such as customer satisfaction and retention. A key element of service perforrnance involves

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180 The Study ofthe Relationship among Service Clima紹" GoalOrientation, Ajj告ctiveP,ψssionalCommitment and Service P吋ormance

providing nonstandard, adaptive, and creative service (Schmit and AlIscheid, 1995). Many studies have found that aggregated work climate perceptions amongst employees have a significant correlation with performance (Schneider and Bowen

,

1993; Schmit and AlIscheid, 1995; Johnson, 1996; Ryan et al., 1996). Schneider and Bowen (1993) argue that the organizational unit expects and rewards a consistent level of service performance and establishes practices to facilitate such service delivery. Employee perceptions of the service climate also have a positive influence on customer perceptions of service quality (Sclmeider and Bowen, 1993; Schmit and Allscheid 1995; Johnson, 1996; Schneider, et al., 1998).

Loveman (1998) argues that capable employees who are enthusiastic in their delivery of good quality service will enhance customer satisfaction. Schneider et al. (1998) fmd that an organizational climate which enco叮ages service employees to exert effort and to use th叮 competenciesto deliver high service quality will

,

in 仙風 yield positive customer eval聞tivejudgments of the service delivery. A climate of customer orientation encourages employees to adopt a positive stance on satisfying customer needs, 也erebyresulting in good performance (Grizzle et al., 2009) When employees are s甘'onglyfocused and share comrnon perceptions ofthe service climate within the廿 company,也eyshould interact very well with their customers, who wiU then report favorable employee performance (Salanova, Agut and Peiro, 2005). These service climate perceptions are in tum related to customer perceptions of service quality (Salvaggio et al., 2007).

A service climate may act as a situational enhanc;er (Howell

,

Dor合nan and Kerr

,

1986)

,

with its strategic focus being to stress the imp。此ance of service to employees (Schneider et al., 2005). A positive service climate provides specific service goals for employees

,

directing their focus towards achieving these goals Emphasis on the importance of service by the organization increases the service quality values of its employees, acting as a powerful motivational force to e曲ance their service behavior (Shamir, Zakay, Breinin and .Popper, 1998; Bono and Judge, 2003). A service climate also influences the service performance of all employees by directly influencing the attitudes of individual employees and raising their mtrmslc motlvatlOn

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Chiao Da Management Review 的 1.32 No. 2. 2012 J8J Furthermore, a service climate is favorable to consumption, since it provides a strong stimulus to the emotional reactions of consumers (Holbrook and Hirschman, 1982). A favorable organizational climate and the appropriate allocation of resources should improve the satisfaction of the organization 's staff. We expect to find that the better the service climate, the better the customer perception of employee service performance; thus, we propose:

H3: Service climate is positively related to service performance.

Meyer and Allen (1993) argue that those with affective commitment are more likely to ex叫 effort to effectively carry out their role. Meyer el a/. (1993) earlier found that affective commitment was positively correlated with unit-managed ratings of performance and consideration for promotion. Wood et al. (2000) note that employees with high levels of professional commitment are typically dedicated to their career and ensure consistent service quality to their customers. ln the service

encounte丸 asopposed to simply being workers, employees are essentially performers,

and their behavioral performance is the quality of service perceived by their customers (Binter and Brown, 2000; Yoon et a/., 2001)

Vandenberghe et al. (2007) argue that affective commitment to customers enhances service quality, whilst Siders et a/. (2001) also propose that affective commitment by sales executives towards their customers is related to customer-relevant objective performance. Committed individuals will tend to help their organization to provide quality services (Allen and Grisaff巴, 2001); thus,

those with affective commitment may be more likely to keep pace with developments in their occupation than others who are not so committed (Meyer et

a/., 1993)

We extend the previous findings in the present study, arguing that employees with a叮ectiveprofessional commitment will be more 山也lyto place time and effort into their occupation, which will be reflected in their service performanc巴, as perceived by their customers. We suggest that such employees will attempt to provide warm and personalized service to their customers, keeping the long-term interests of both customers and the organization in mind, and thereby making them less likely to

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182 The Study ofthe Relationshψ among Service Climate, Goal Orientation,

Affective Professional Commitment and Service Performance

maximize any personal short-term gains at the expense of either the organization or its customers; we therefore expect to find that the stronger the affective professional commitment

,

the better the customer perception of employee service performance.

H4: Affective professional commitment is positively related ω service peφrmance.

Yoon et a/. (2001) fmd that a service c1imate contributes to employees' job satisfaction and work effort

,

and that it has indirect impacts on customer perceptions of employee service quality. Little and Dean (2006) note that employee commitment partially mediates the relationship between global service c1imate and the service qua1ity capabi1ities of employees; thus

,

organizational emphasis on customers and rewards for service quality directly affect the work attitudes and behavior of employees, and hence, their service performance.

A service c1imate can inf1uence employee attitudes. Some scholars suggest that companies should focus on improving their employees' perceptions of the service c1 ima筒, essentially because such perceptions help to define employee attitudes (Lux et al., 1996); such attitudes inc1ude the affective commitment of employees to their occupation. Little and Dean (2006) suggest that the service

c\imate inc\udes assessments of the knowledge and skills of employees to deliver superior quality work and services; that 芯,it refers as much to the tools, technology and resources available to emp10yees to provide them with the necessal)' support

,

effects to measure and track the quality of work and services

,

and the overall quality of the services provided. A service c1imate can therefore encourage employees to keep up with developments in their fie1d.

Meyer et al. (1993) also argue that affective commitment is Iikely to be further developed when involvement in an occupation proves to be a satisfying experience; that is

,

when it provides opportunities to develop valued skills. A service climate can therefore inf1uence employees to deve\op affective commitment to their occupation; an increase in affective commitment amongst employees can therefore contribute towards feelings amongst employees of being valued

,

and consequently to the delivel)' of superior service quality to customers.

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ChiaoDa Manαgemenl Review 的1.32No. 2. 2012 183

A service climate causes employees to identify with organizational service values and goals and to consistently behave in line with these 甘alts

Employees with high levels of professional commitment will embrace the values of the organization, striving to achieve customer satisfaction by providing superior service, with the delivery of such superior service by employees coming as a result of them being more attentive towards the interests of their customers We therefore expect to find that affective professional commitment acts as a mediator in the relationship between service c\imate and service performance.

H公司ffective professional commitment mediates the

relationshipbetween service climate and service

pe祕rmance.

The

goal-setting' theory inte叩retsbehavior 台oma cognitive perspective in the be\ief that human ambition guides behavior; clear objectives do indeed

improve job performance (Locke and Latham, 1990), with the objective providing

the direction

,

sustainability and the development of job strategies. Janssen and

Van Yperen (2004) proposed that those who are leaming or performance goal

oriented are highly motivated to achieve their goals; thus

,

there is a positive correlation between goal orientation and job perforrnance.

VandeWalle et al. (1999) a1so discovered that sa1espeop1e who were highly leaming- oriented tended to set higher goals

,

work harder and plan their tasks in order to improve their overall job perforrnance. This indicates that a leaming orientation will tend to encourage salespeople to work long hours and improve their service perforrnance

What is worth noting is that there are rnixed views with regard to the correlation between the job perforrnance of people who are perforrnance oriented. Some scholars have found a positive correlation (S吋 an el al., 1994; VandeWall巴,

1997), whilst others have found no significant correlation (Lee el al., 2006; VandeWalle el al., 1999). Based upon the preceding discussion, we now propose our final hypotheses:

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184 The Study ofthe Re/ationship among Service C/imate, GoalOrientation,

Affective Professiona/ Commitment and Serνice Performance

H6a: Learning goal orientation is positively related to service p叫formance.

H6b:Pe.φrmance goal orientation is positively related to servicepeφrmance. Figure 1 Model schema Service c1imate Leve12 Leaming goa1 onentatlOn Commitment Service Performance n o

l.-Et ca m 叫 m-m -ot

--ta eO DAσb l e v e L

3. Method

3.1. Data

Source

The samp1e comprises all driving schoo1s numbering 122 in tota1 in three provincia1 markets in Taiwan, name1y Taipei, Kaohsiung, and Hsinchu. Driver

training instructors exhibit high professiona1ism and undergo extensive training before teaching their students the fundamenta1s of driving. Instructors spent an

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Chiao Da Management Reνlew 的 1.32 No. 2. 2012 185

average of 14 hours weekly interacting with every student (2 hours each day) Each driving course lasted 5 weeks

The number of driving schools in Taipei is 45. Meanwhile, the number of instructors at individual driving schools in Taipei ranges between 10 and 30 Finally

,

the average number of students per instructor was approximately 16. The number of driving schools in Kaohsiung is 31. Meanwhi 峙, the number of instructors in the driving school of Kaohsiung rang from 10-25. Finally

,

the number of students per instructors was about 14. The number of driving schools in Hsinchu is 42. Meanwhi 峙, the number of instructors in the driving school of Hsinchu rang from 6-14. Finally, the number of students per instructor was about

11

Our proposed theoretical 仕ameworkis tested using data samples collected 企om

these driving schools. In order to avoid the issue of

common method variance'

,

we adopt the method proposed by Scott and Bruce (1994)

,

which is to divide our research instrument into ‘employee' and ‘customer' questionnaires. The employee questionnaires include demographic variables, service climate, goal orientation and professional commitment, whilst the customer questionnaires include basic information on the individuals and assessments of the service performance of their instructors. Furthermore, we applied the Harman's one-factor method suggested by Podsako仟 andOrgan (1986) to test for the possibility of common-method bias in sel仁 reported measures. We entered all of the measures into a factor analysis to examine the likelihood of a dominant single factor. The results of Harman's one factor method revealed that the first factor account for 31.2% variance. Tbe results of Harman's one-factor method revealed that the first factor did not account for the m句 orityofthe variance and there was no one general factor in the unrotated factor structure. On the basis of our results, we had enough evidence to conclude that common-method bias was not a Iikely threat to our study (Podsakoff and Organ 1986)

A total of 1,000 employee questionnaires were distributed, with collection boxes being set up for the return of the completed questionnaires in every driving

school. A total of 503 employee questionnaires were retumed, giving a response

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186 TheStz呻 ofthe Relationship among Service Climate, GoalOrientation, Affective Professional Commitment and Service Pe抽rmance

thereby reducing the total to 488.

Trained graduate level research assistants administered driving instructors and customers at each driving school. Customers were randomly approached by trained graduate research assistants to complete a brief survey after receiving their driving instructÎon. In order to increase the accuracy of the customer assessment, our study sample inc1udes only those instructors who had at least three matched customer evaluations. The surveys were offered to a total of 2,000 customers, 1,500 ofwhom agreed to participate, thereby giving a response rate of75 per cent. AlI customer questionnaires with missing values were deleted, ultimately reducing the customer sample to 1,464

3.2.

Measures

Two way translations were performed by two bilinguals with English and Chinese Proticiencies to ensure equivalency of meaning. The scale was examined by two experts in the area of school service marketing and two driving instructors to assess the scale's content validity. In addition, a pilot study was conducted by sending the questionnaire to 30 instructors by e-mail

Service c1imate: Service c1imate was measured using 13 items adopted from

the scales proposed by Schneider (1990). Service climate, which is formed via an

emergent bottom-up process (Kozlowski and Klein, 2000) is theorized and analytically tested at work unit level (Schneider et al., 1998, 2005; Liao and Chuang, 2004). We aggregated the c1imate perceptions amongst individual employees to an organizational leve\ in order to form our measure of service c1imate. Example items inc1ude

“my immediate manager puts a lot of emphasis on

giving good service to customers"

,“this company informs us about customer

evaluations of the quality of service that we deliver" and

we maintain a high level of commitment to our customers". The Cronbach'sαfor service c1imate in this study, was 0.94.

Affective professional commitrnent: Affective professional commitment is operationalized in this study using a version of the Meyer et al. (1993) scales, containing six items. These items were measured using a tive-point Likert-type scale (1 = s甘onglydisagree

,

5 = strongly agree)

,

with examples inc1uding

“lam

(17)

Chiao Da Management Reνiew 的1.32 No. 2, 2012 187

enthusiastic about providing driving instruction",“1 am proud to be in the driving instructor profession" and

professional driving instruction is important to my

sel仁 image". In this study

,

the Cronbach'sαfor professional commitment was found to be 0.899

Goal orientation: This study adopts the definition of

goal orientation'

proposed by Button et al. (1996)

,

which includes ‘leaming-goal' and ‘performance-goal' orientations. This scale has also been utilized in many other studies on goal orientation (Philips and Gully, 1997; F ord et al., 1998; Bell and

Kozlowski, 2002). The scale utilizes a seven-point scale in which respondents select their answers 企om options ranging from “strongly disagree" to "strongly

agree"

,

with the first eight items focusing on performance-goal orientation and the last eight focusing on leaming-goal orientation. Example items include “1 prefer to

do things that 1 can do well rather than things that 1 do poorly",“I'm happiest at work when 1 perform tasks in which 1 know that 1 will not make any e叮ors", “the opportunity to do challenging work is important to me" and

1 prefer to work on tasks that force me to leam new thin軒".ln this study, the Cronbach'sαfor leaming

goal orientation was 0.861, whilst that for performance goal orientation was 0.916 Service performance: The scale developed by Borucki and Burke (1999) and

Liao and Chuang (2004) is used as the measure of service performance in the

present study

,

with the wording of the items being changed slightly to fit our

driving school service setting. Respondents select their answers from a seven-point scale comprising of options 台om “strongly disagree" to “strongly agree'\ Example items include “my instructor finds out what

r

need by asking good questions and listening attentively to me",“my instructor is friendly and

helpful to me", ,‘my instructor is always punctual" and

my instructor provides good service". Evaluations on the same driving school instructor were aggregated from multiple customers, essentially because we are interested in the average customer perception of the service performance of driving school instructors. In

order to increase the accuracy of customer assessment, only those instructors with at least three matched customer evaluations were included in the sample. The Cronbach'sαfor service performance in this study was found to be 0.98.

(18)

188 The Study oflhe Relalionship among Service Climate, GoalOrienlalion.

Affeclive Professional Commitmenl and Service Performance

3.3. HLM

Luke (2004), for instance, argues that there are both theoretical and statistical

reasons for using multilevel models when confronted with multileve\ data

Statistically, multilevel models address this problem, providing the best estimation

of standard errors. HLM can measures within and between-group differences; this

helps to deterrnine if there is enough variation across contexts to demand a multilevel analysis to begin with. ln particular

,

it al\ows us to assume that both the intercepts and slopes of individual predictors (level-l) vary across aggregate

predictors (level-2)

Ln addition, this study conducts Hierarchical 1i11ear mode\s to deal with

hierarchically nested data structures. Hofmann (1997) proposed that HLM models

are specifically designed to overcome the weakness of aggregated approach. First,

these models explicitly recognize that individuals within a particular group may be more similar to one another than individuals in other groups. More specifical\y

,

these approaches explicitly model both individual and group level residuals

,

therefore, recognizing the partial interdependence of individuals with the same

group. Second

,

HLM mode\s al\ow one to investigate both lower level unit and

higher level unit variance in the outcome measure, while maintaining the

appropriate level of analysis for the independent variables

Multi-level analysis is adopted for our theoretical model, spanning both

individual employee and organization levels, with the ‘hierarchical linear modeling' (HLM) approach being adopted to test our hypotheses. HLM

,

which

explicitly accounts for the nested nature of the data, can simultaneously estimate

the impact of factors at various levels on individual-level outcomes whilst

maintaining appropriate levels of analysis for the predictors (Bryk and

Rauden-Bush

,

1992). Both my theoretical framework and hypotheses operate at

multiple levels, providing the justification for trus approach

The Level 1 predictors were grand-mean centered

,

since such an approach

facilitates the interpretation of the HLM results and ensures that the Level 1

e釘ects are controlled during the testing of the incremental effects of the Level 2

(19)

ChiαoDa Manα'gemenl Review 均1.32 No. 2. 2012 189 reducing the correlation between the Level 2 intercept and slope estimates (Hofmann and Gavin

,

1998)

3.4. Aggregation statistics

The viability of the constructs was checked by means of aggregation of the organizational level service c1imate (aggregated across multiple employees in the same driving school) and employee-Ievel customer perceptions of service performance (aggregated across multiple customer evaluations of the same instructor). Following James

,

Demaree and Wolf (1984) and Kozlowski and HlIlts

(1987), we assessed inter-rater agreement by computing the rwg(j) of James et al (1984), which adjusts for the slight negative skewness in th巴 expectedvariance.

The rwg value for service c1imate ranged 什om0.9786 to 0.9961

,

whilst the

rwg value for service perforrnance ranged from 0.9179 to 0.9964. Significant inter-group variances were found for all of these variables as a reslllt of the

O肘-way analysis of variance (ANOVA). We further obtained the values for the

intra-c1ass correlation (lCC 1) and the reliability of the group mean (ICC2), which were, respectively, 0.21 and 0.51 for service c1ima峙,and 0.26 and 0.50 for service perforrnance

4

.

Resu

It

s

Table I reports means, standard deviations, and correlations among study variables.

Table 1

Descriptive Statistics and Correlations

Construct Mean SD 2 3

I.Service c1imate 4.15 。 54

2.Leaming goal orientation 4.16 。 48 0.53*

3.Performance goal orientation 4.12 。 49 0.55* 0.68*

4.A 何ectiveprofessional commitment 4.25 。 58 。 69* 0.54* 0.52*

4

5. Service pertonnance 3.83 。75 。 52* 0.50* 0.50* 0.48*

(20)

190 TheSlu吵 oftheRelationship among Service Climale. GoalOrienlalion.

A/JeClive Professional Commilmenl and Service Pe柚rmance The CFA revealed a good overall fit

(('

,',.

,

=

1475.187

,

p = 0.000; GFI = 0.894

,

IFI = 0.904

,

CFI = 0.903

,

RMR = 0.027). All modifìcation indices (MIs) were low

,

and squared multiple correlations (SMCs) ranged from 0.483 to 0.829. For

intemal consistency, a reliability assessment was conducted using Cronbach's coefficientαto ensure that the items for each factor were intemally related. The final a values all surpassed 0.7

,

indicating good internal consistency (as shown in Table 2)

We assessed convergent validity by reviewing the t-tests for the factor loadings (Anderson and Gerbing, 1988). Convergent validity was assessed by reviewing the tests for the item loadings. Table 2 shows that all the t-values are

significant (α0.0 1). All factor loadings were statistically significant with

critical t values ranging from 22.867 to 47.559 (p < 0.001) and the standardized factor loadings values ranging from 0.691 to 0.910 Therefore

,

these findings offer

strong suppo此 for the convergent validity. Next

,

we examined the composite

reliability and average extracted variances (AVEs) for all observed variables, and found all composite reliability over 0.7 and AVEs over 0.50. These fmdings offer strong support for the convergent validity of the scale. We confirrned discriminant

validity using the procedure Anderson and Gerbing (1988) recommend. We

compared each pair of seven dimensions using a %2 test between allowing phi

(φ) to vary and constrainingφcorrelation to unity. 1n this case, we found

the %2 for the unconstrained model to be significantly lower than the constrained model, supporting discriminant validity.

HLM results

Table 3 presents the HLM results. H1 predicts that service climate is

positively related to professional commitrnent. The results in model 2 reveal that

organization level service climate has significant direct effect on affective

professional commitment (y = 0.3247,p < 0.001). Therefore, H1 was supported H2a predicts that the influence of leaming goal orientation has positive influence on professional commitment. The results in model 1 in Table 3 reveal that leaming goal orientation has significant direct effect on professional commitrnent (r = 0.4410

,

P < 0.001). Therefore

,

H2a was supported. H2b predicts that the

(21)

Chiao Da Management Reνiew Vol. 32 No. 2, 2012 191

influence of performance goal orientation has negative influence on professional commitment. The results in model 1 in Table 3 reveal that perfo口nance goal orientation has significant direct effect on professional commitment (r = 0.2908, p < 0.001). Therefore

,

H2b was not supported

The result ofCFA is as follow:

Table 2

Confirmatory Factor Analysis and Reliability Estimates

Construct Items Standardized Composite Coefficientα Average

Loading Reliability Variance Extracted

Service Climate 0.872 0.897 0.698 SCl 0.888 SC2 0.910 SC3 0.691 Affective 0.843 0.853 0.642 Professional Commitment APCl 0.849 APC2 。 789 APC3 。 763 Learning Goal 0.850 0.864 0.587 Orientation LGO 1 0.760 LG02 0.804 LG03 。 775 LG04 。 724 Performance Goal 。 775 。 742 0.534 Orientation PG05 0.702 PG06 。695 PG07 。 795 Service 0.860 0.875 0.672 Performance SPl 0.859 SP2 。 768 SP3 0.830

(22)

192 The Study of the Relatio肘hipamong Serv間 Climate,Goal Orientation, AfJectiνe Professional Commitment and Service Pe吶 rmance

Table 3

Hierarchical Linear Modeling ResuIts: Effects of Learning Goal Orientation

,

and Performance Goal Orientation on Affective Professional Commitment

Level 1

Intercept

Level and Variable

Leaming goal orientation

Performance goal orientation

Level2 Service climate n (Level 1) n (LeveI2) Model deviance Note: l. "'P<O.OOI, "P<O.OI, 'P<0.05

Affective professional commitment

Modell Model 2 4.2649*** 4.2582*** 。 4410*** 0.4145*** 0.2908*** 0.2523*** 0.3247*** 488 488 122 122 628.0921 610.8946

2. Tn all models, Level 1 variables were grand-mean centered. Entries corresponding to the predicting variables are estimations of the fixed effects, 戶,with robust standard errors

3. Oeviance is a measure of model fit

Table 4

Hierarchical Linear Modeling ResuIts: Effects of Affective Professional

Commitment on Service Pe.oformance

Level and Variable Service performance

ModelO Modell 如lodel2

Level 1

Intercept 3.8356*** 3.8320*** 3.8262***

Learning goal orientation 0.4225*** 0.3808*** 0.3323***

Performance goal orientation 0.3919*** 0.3259*** 0.3270***

A 叮叮 tiveprofessional commitment 。 2931*** 。 2322**

Level2

Service cl i mate 0.3232*** 0.2365**

n (Level 1) 488 488 488

n (Level 2) 122 122 122

Model deviance 912.6012 903.0949 896.8466

Note: 1. "'P<O.OOI, "P<O.OI, 'P<0.05

2. ln all models, Level 1 variables were grand-mean centered. Entries corresponding to the predicting variables are estimations of the fixed effects,

rs

, with robust standard errors

(23)

Chiao Da Managemenf Review 均 l.32 No. 2, 2012 193

H3 predicts that service climate will be positively related to service performance. The results in model 2 in Table 4 reveal that organization level service climate significantly predict service pertormance (r = 0.2365

, p

< 0.01) Therefore

,

H3 was supported. H4 predicts that professional commitment will be positively related to service performance. The results in Model 1 in Table 4 reveal that a仔ective professional commitment significantly predicted service performance (r = 0.2931

,

p < 0.001). Therefore

,

H4 was supported

H5 predicts that a叮叮tive professional commitment will mediate the

relationship between service climate and service performance. This study

followed the four-step test procedures for mediation described in Kenny, Kashy, and Bolger (1998). As a first step

,

this study found that service climate was related to service performance (r = 0.3232

,

p < 0.001; in Table 4). ln the second step

,

this study found that service climate was significantly related to affective professional commitment (r = 0.3247, p < 0.001; in Table 4), thus meeting the second requirement that service climate needs to be related to the mediators. In testing Steps 3 and 4

,

this study included both service climate and the mediators in the regression. This study found that affective professional commitment was significantly related to service performance (r = 0.2322, p < 0.001; in Table 4)

and that the effect of service climate was significant and was reduced in

magnitude (r = 0.2365, p < 0.01; in Table 4) compared with the effect in Step 1 Furthemlore Sobel (1982) tests revealed that the indirect e仔ectof service c1imate

through the transmission of affective professional commitment on service

performance was significant at the 0.05 level (z = 2.8669, p < 0.05). Therefore, affective professional commitment partial mediated the relationship between service climate and service performance

,

providing suppo此 toH5

As regards the e何ects of leaming goal orientation, performance goal

orientation on service performance, the regression coefficient values are, respectively, 0.4225 and 0.3919 (in Table 4), both of which represent a level of significance (p 0.000)

,

providing support to H帥,“

(24)

194 The Sludy o.flhe Re!ationship among Service Climale. Goa! Orienlalion.

AffeClive Pro.fessiona! Commilmenl and Service Per.formance

5.

Discussion and Conclusions

We set out in this study to explore the influence on service performance

attributable to service climate and goal orientation through affective professional

commitment

,

and fmd that service climate has a positive influence on a能ctive

professional commitment

,

whilst both

leaming goal' and

performance goal'

orientations also have positive influences on a宜ective professional commitment

Affective professional commitment has a positive influence on service performance

and partially mediates the relationship between service climate and service

perfo口nance; thus, both service climate and goal orientations influence affective

professional commitment

,

thereby resulting in superior service performance

5.

1.

Contributions to Scholarship

Our research has several strengths that are worthy ofnote. Firstly

,

information is

acquired from two different data sources to test our proposed multi-level conceptual

model; secondly

,

we use HLM to account for the hierarchical nature ofthe model and

the data; and thirdly, given that the extant literature on service climate and affective

professional commitment is very limited, we attempt to explore the e宜ects of a

service climate through the transmission of a宜ective professional commitment

towards service performance

According ωCascio (1991)

,

people's attitudes may be affected by

environmental factors, which in tum will affect their behavior. Employees may

have strong affective professional commitment because the service climate is

compatible with their professional occupation values. Our results show that when

employees become aware that their organization places significant emphasis on

services, they will place greater emphasis on developing their professional skills to

satisfy their customers

The resulting effect of a

leaming goal' orientation on professional

commitment is consistent with the findings of VandeWalle

,

(1997) and Middleton

and Midg1ey (1997)

,

both ofwhich note that 1eaming-goal oriented individuals care

(25)

Chiao Da Managemenl Review ,勿132No. 2, 2012 195

development of their professional skills and enhanced professional commitment Such employees will therefore tend to emphasize continuing skills development and participation in a variety of developmental opportunities, including information dissemination, conferences and seminars, research and the open exchange of ideas amongst professionals. These activities are useful for improving the professional knowledge and skills of employees and enhancing their strong identity with their profession

Our results show that a performance-goal orientation has a signi 日 canteffect on affective professional commitment, and that this is possibly because workers who are performance-goal oriented want to prove that they are better than others; they will therefore tend to work harder to obtain professional credentials

,

such as licenses or certificates

,

in order to gain the acknowledgement of their supervisors Furthermore, according to the 'side-bets' theory proposed by 8ecker (1960)

,

the trust which is placed in professionals has a strongly positive correlation with the commitment of such professionals. Thus, performance goal-oriented workers may place greater effort into winning the trust of others

As regards our third hypothesis, which proposed that a work unit's service climate is positively related to service performance

,

we have found that the service climate has positive direct effects on service performance

,

with such effects being consistent with the findings of Schneider et al. (1998), Liao and Chuang (2004) and Jong el a!. (2005); that is, a service c1imate encourages service employees to exert greater effort and to use their competences to deliver superior service quality, which in 仙 m , yields positive evaluative judgments of such service delivery amongst customers

As expected

,

a positive relationship is found in this study between professional commitment and service performance; this is consistent with the findings of Aranya and Ferris (1984), who stated that professional commitment includes attitude and behavior intentions. This is also consistent with the findings of Meyer et a/. (1993), in which employees who identified with their job values were found to work harder and leam new ways to improve their overall service P巴rformance. The professionalism, attitude and behavior of service personnel gives rise to customer satisfaction

,

which makes return visits by such custome

(26)

196 TheSluφ'oflhe Re/alionship among Service Climale, Goa/Orientati仰, AffecliνePr,吶ssiona/Commilment and Service Performance

far more likely (Bitner and Brown, 2000)

A晶ctiveprofessional commitment is also a mediator of both service climate

and service performance, with the organizational climate affecting organizational

behavior through the perceptions of its employees (Brief and Guzzo, 1990). An organization with a more pronounced service climate will have a greater

like1ihood of motivating emp10yees to upgrade their professional commitment. Since the professional knowledge and friendly attitude of emp10yees can improve the way that customers view their company and its products

,

it is quite clear that in jobs involving frequent direct customer contact

,

professionalism is extreme1y

important; as such, there will be a greater likelihood of emp10yees app1ying their

improved skills towards such service quality.

5.2.

Applied Implication

No connection has been made in the prior studies between service climat巴, goal orientation

,

affective professional commitment and service performance; thus, we make an attempt in the present study to exarnine the relationship between these variab1es. The resu1ts of this study have five important implications for management. Firstly

,

a bad attitude disp1ayed by one individua1 can a仔ect the image of the entire organization; thus, before making any attempt to transforrn the

organizational service climate, organizations shou1d engage in active1y communicating the importance of service quality with their emp1oyees. lt is a1so extremely important for managers in driving schools to reflect upon driving instruction as a service

,

to stress the importance of the instructor's role as a service provider, and to establish measures to improve the interactions with their customers.

Second1y

,

the customer's assessment of service performance is critical to

service providers who are keen to improve their business perforrnance

, strengthen

their core competencies

,

and position themse1ves more strategically in the marketplace (Jain and Gupta

,

2004). Organizations will benefit from a better understanding of customer requirements by guiding their employees towards better service skills and constantly monitoring service perforrnance through

(27)

Chiao Da Ma17ageme171 Review的 1.32 No. 2. 2012 197

Thirdly

,

if an organization wants its employees to demonstrate their professional commitment, managers must first of all create a workplace that is passionate

,

safe and fair to enable their employees to perform well

,

fulfill their

duties and create a sense of professional commitment. Companies should regularly provide their employees with training to help them to develop professional and enthusiastic services

Fourthly, a service climate is a form of organizational climate; as noted by

Kopelman, Brief and Guzzo (1990), the organizational climate affects organizational behavior through the perceptions of employees. Organizations should therefore help their employees to identi令 with company policies and improve their service skills through learning, and they should also consider providing both oppo此unities and rewards for continuing personal development and improved service performance

Fifthly, managers should consider ways of formulating appropriate job performance evaluation systems that will allow their members to e仟ectivelyapply their goal orientation into commitment towards improving their professional skills which will in tum improve their job performance

Finally, the driving school can kl10W the trainees' quality ofsatisfaction by thc

last stage questionnaire after a series of courses. The aspect of last stage survcy's

satisfaction includes academic subject, skill subjc叭,equipments, environment and service. Schools should provide incentives to el1courage instructor s to provide a good quality ofteaching

AII driver education activities involve face to face interaction betw巴巴n

instructor al1d leamer. lt is important that the instructor gets along well with students. Since poor communication between instrllctor and students can negatively impact leaming. Drivil1g instructor attitude

,

expression and communication ability thlls intlllence customer satisfaction. During training,

instructors teach students accident presentations and on-road driving, safety rules and car handling, and offers advice on all aspects of driving, books to read, when to take the driving test, how to practice and so on. Driving schools should provide

teacher education and training opportunities to enhance expression and

(28)

198 TheStu吵ofIhe Relalionship among Service Clima紹,GoalOrienlalion, AfJectiνe Professional Commitment and Service Performance

Hammond et al. (2004) describe how students perceive teaching as an

indicator of business school performance. This study adopts the proposal of Harris

and Ogbonna (2006)

,

linking

frontline customer-contact personnel" with the teacher-student interaction regarding educational services. Because teachers

(educational service providers) interact with students and their parents

(educational service customers), they influence consumer positive or negative

images of educational institutions. Given the legally permitted growth of driving

schools in Taiwan

,

it is surprising that teacher service performance has received

so little attention. This study thus considers the main receivers of educational

services and examines the related service c\imate

,

teacher perceptions of

organizational service climate and customer perceptions of the teacher service

performance

5.3.

Li

mitations and Future Research Directions

There are three limitations of this study which should be considered. Firstly,

our focus is on driving schools in just three regional markets in Taiwan; secondly, given the specific nature of the instructional context analyzed, caution is required in

anya位emptto generalize the fmdings; thirdly

,

although professional commitrnent is

a multi-dimensional construct (Meyer et al., 1993), we focus on only affective

professional commitrnent; and finally

,

we focus on the antecedents of service

performance with no investigation of the consequences; future research e缸ort should therefore attempt to examine the relationships between service performance, customer loyalty and profits

This study conc\udes with further suggestions for future research. As noted by Clark (2005)

,

consumer perceptions of the quality of service providers are mainly influenced by their image of the human resources and reputation of the organization; therefore

,

future studies may consider elements such as consumer

expectations, consumer experience, and the interaction between service providers

and customers

,

all of which have influences on the quality of the services

provided. Secondly,如turestudies should also consider examining the influences of leadership behavior on the goal orientation and professional commitment of employees. Third旬,future research could be directed at evaluating similar roles in

(29)

Chiao Da Managemenl Reνiew Vo/. 32 No 之 20/2 199

other countries so as to determine whether cultural differences have inf1uences on

the perception ofthe services provided

6.

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數據

Table  I  reports  means ,  standard  deviations ,  and  correlations  among  study  variables

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Results of this study show: (1) involvement has a positive effect on destination image, and groups with high involvement have a higher sense of identification with the “extent

The prevalence of the In-service Education is making the study of In-service student satisfaction very important.. This study aims at developing a theoretical satisfaction