Exercise, character strengths, well-being, and learning climate in the prediction of performance over a 6-month period at a call center.

Saleh Moradi,Trevor Archer,Ali A Nima,Danilo Garcia,Max Rapp Ricciardi

doi:10.3389/fpsyg.2014.00497

Saleh Moradi, Trevor Archer + Show 3 more

Open Access

https://doi.org/10.3389/fpsyg.2014.00497

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Abstract

Background: Performance monitoring might have an adverse influence on call center agents' well-being. We investigate how performance, over a 6-month period, is related to agents' perceptions of their learning climate, character strengths, well-being (subjective and psychological), and physical activity.Method: Agents (N = 135) self-reported perception of the learning climate (Learning Climate Questionnaire), character strengths (Values In Action Inventory Short Version), well-being (Positive Affect, Negative Affect Schedule, Satisfaction With Life Scale, Psychological Well-Being Scales Short Version), and how often/intensively they engaged in physical activity. Performance, “time on the phone,” was monitored for 6 consecutive months by the same system handling the calls.Results: Performance was positively related to having opportunities to develop, the character strengths clusters of Wisdom and Knowledge (e.g., curiosity for learning, perspective) and Temperance (e.g., having self-control, being prudent, humble, and modest), and exercise frequency. Performance was negatively related to the sense of autonomy and responsibility, contentedness, the character strengths clusters of Humanity and Love (e.g., helping others, cooperation) and Justice (e.g., affiliation, fairness, leadership), positive affect, life satisfaction and exercise Intensity.Conclusion: Call centers may need to create opportunities to develop to increase agents' performance and focus on individual differences in the recruitment and selection of agents to prevent future shortcomings or worker dissatisfaction. Nevertheless, performance measurement in call centers may need to include other aspects that are more attuned with different character strengths. After all, allowing individuals to put their strengths at work should empower the individual and at the end the organization itself. Finally, physical activity enhancement programs might offer considerable positive work outcomes.

Highlights

Amongst various organizational factors contributing to workers’ well-being, performance monitoring has received less attention in prior studies (Holman et al, 2002). Stanton (2000) defines performance monitoring as those practices that involve “the observation, examination, and/or recording of employee workrelated behaviors, with and without technological assistance” (p. 87)
Performance measurement in call centers may need to include other aspects that are more attuned with different character strengths
PARTICIPANTS AND PROCEDURE At Time 1 (T1) agents from a call center (135) in Sweden were invited to self-report their perception of the learning climate, virtues and character strengths, well-being, and how often and how intensively they engaged in physical activity

Summary

Introduction

Amongst various organizational factors contributing to workers’ well-being, performance monitoring has received less attention in prior studies (Holman et al, 2002). Stanton (2000) defines performance monitoring as those practices that involve “the observation, examination, and/or recording of employee workrelated behaviors, with and without technological assistance” (p. 87). Performance monitoring has been suggested even as a way to engender intrinsic motivation in employees and improve their well-being (Stanton, 2000). Performance monitoring has its own critics as it may adversely influence employees’ remuneration and/or their relationship with coworkers (Alder, 1998). It has been known for a long time that performance monitoring can be used as an intermediary to intensify employees’ workload and increase the level of work demand (Smith et al, 1992). Performance monitoring might have an adverse influence on call center agents’ well-being. Over a 6-month period, is related to agents’ perceptions of their learning climate, character strengths, well-being (subjective and psychological), and physical activity

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