Abstract
The current study seeks to analyze the impact of the tangible and intangible rewards on organizational effectiveness with the mediating role of organizational citizenship behavior. The study utilized a quantitative research design for that the data was collected using a structured questionnaire. The sample size was 342. The study framework had 4 constructs namely tangible rewards, intangible rewards, organizational citizenship behavior, and organizational effectiveness. Two of the variables (tangible and intangible rewards) were independent variables, organizational effectiveness was dependent variable and organizational citizenship behavior was mediating variables. All the latent construct was measured using multi items based on 5 point Likert scales from 1 strongly disagree to 5 strongly disagree. The data collection instrument was developed referring to past researches done on the seminal researches. Structural Equation Modelling was used to analyze the data. The results suggested the significant relationship of tangible and intangible rewards with organizational effectiveness directly and through the mediation of organizational citizenship behavior.
Highlights
When we started teaching case studies in Kazan State University, the teaching materials for more advanced students were still biased towards theoretical aspects of business and law
Students at the university have become more and more aware of the importance of English to their professional careers. They have come themselves to feel the necessity of developing their professional skills, and so have their teachers, who realise that the design of any curriculum has to be student-centred
Though the pattern of a ready made case study may be followed, it is tailor made for the class
Summary
When we started teaching case studies in Kazan State University, the teaching materials for more advanced students were still biased towards theoretical aspects of business and law. Students at the university have become more and more aware of the importance of English to their professional careers They have come themselves to feel the necessity of developing their professional skills, and so have their teachers, who realise that the design of any curriculum has to be student-centred. It has to be determined primarily by the long-term needs of the students. Students graduating from the university have to be ready to go on to the stage in their lives, join the work force and function effectively in English Since they are going to be lawyers, managers, business people, executives and so on, they will need to use English effectively in their business transactions. They must absorb information quickly, read selectively, and make decisions under pressure
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