Perceived external prestige and internal respect: New insights into the organizational identification process

被引:263
作者
Fuller, Jerry Bryan [1 ]
Hester, Kim
Barnett, Tim
Frey, Len
Relyea, Clint
Beu, Danielle
机构
[1] Louisiana Tech Univ, Ruston, LA 71272 USA
[2] Arkansas State Univ, Coll Business, State Univ, AR 72467 USA
[3] Mississippi State Univ, Mississippi State, MS 39762 USA
[4] Arkansas State Univ, Int Business Program, State Univ, AR 72467 USA
[5] Amer Heart Assoc, Dallas, TX 75231 USA
[6] W Virginia Univ, Morgantown, WV 26506 USA
关键词
group engagement model; organizational identification; perceived external prestige; respect; voice behavior;
D O I
10.1177/0018726706067148
中图分类号
C93 [管理学];
学科分类号
12 ; 1201 ; 1202 ; 120202 ;
摘要
The group engagement model (Tyler & Blader 2003) suggests that identification with one's organization is based not only on the individual's evaluation of the status of the organization (i.e. perceived external prestige), but also the individual's evaluation of their own status within the organization (i.e. perceived internal respect). Using data drawn from three different sources (subordinates, supervisors, and company records), results from a sample of healthcare employees (n = 205) provide support for the core relationships proposed in the group engagement model and extend the model by showing that prestige and respect have different antecedents. The perceived status of the organization's employees, the organization's perceived success in achieving its goals, the visibility of the organization, and the status level of the individual employee were all associated with perceived external prestige. The results also indicate that visibility within the organization, perceived opportunities for growth, and participation in decision-making were all related to perceived respect. Further, prestige and respect were directly related to organizational identification, but only indirectly related to organization-supportive behavior. These results extend the group engagement model in that we utilize a form of supportive behavior that focuses upon constructive change (i.e. voice behavior; Van Dyne & LePine, 1998), rather than the helpful, but status quo maintaining behavior
引用
收藏
页码:815 / 846
页数:32
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