Influence Of Supervisors Research Articles

Going the Extra Mile: What Drives Employee Voluntarism in Public Sector Organizations?

This research intends to investigate the impact of employee age and innovative work climate on the relationship between supportive supervisory roles and employee acts of voluntarism. Using a large cross-sectional survey of the Australian Public Service we find that the influence of supportive supervisors on employees’ acts of voluntarism and extra role behaviors at work is higher amongst younger employees. This indicates that younger employees are more likely to engage in acts of voluntarism as a result of supportive supervisory roles. Findings also indicate that innovative work climate accentuates the relationship between supportive supervisory behaviors and acts of voluntarism. Employees who experience high levels of innovative work climate and high levels of support from supervisors tend to display higher levels of voluntarism and extra role behaviors at work. These findings have several theoretical and practical implications.

Shaping Gen Z Careers: The Influence of Supervisor and Co-Worker Relationships, and Person-Organization Fit on Conversion Intentions in Tangerang

This study examines the crucial role of internship programs for college students in alignment with the 2045 Golden Indonesia Vision to enhance human resource competitiveness. Focusing on Generation Z in Tangerang Regency, we investigate how intern-supervisor relationships, intern-coworker interactions, and person-organization fit influence conversion intentions to permanent positions. Using a quantitative approach, we surveyed 270 respondents, revealing significant positive correlations between these factors and conversion intentions through multiple regression analysis (SPSS26). Our findings highlight the need for companies to cultivate strong relationships within internship programs, as this can encourage interns to transition into permanent roles. This research offers valuable insights into enhancing workplace dynamics and supporting Generation Z’s career aspirations.

Supervisors’ power sources and doctoral students’ working conditions: a qualitative study of doctoral supervision in a developing country

ABSTRACT Higher education institutions around the world seek to expand their capacity to compete with one another in attracting more doctoral students and recruiting talented researchers by enhancing the quality and performance of their doctoral programs. In this study, we adopt a service perspective lens and explore the relationship between doctoral supervision and students’ working conditions by investigating the influence of supervisors’ power sources. Interview data was obtained from 22 doctoral students and 16 supervisors studying and working, respectively, at public universities in Iran. The findings suggest that the use of mediated power by supervisors is associated with poor-quality doctoral supervision, which negatively impacts the mental well-being and perceptions of decent work of doctoral students. Building on the literature and evidence from the interviews, we elaborate our arguments and offer several practical implications for higher education institutions.

Perceived Usefulness of a Mandatory Information System

This study examines the adoption and implementation of an information system in a mandatory context focusing on an Israeli governmental organization. The system referred to as “Slot” is an online platform for managing educational activities within this organization. The research investigates the impact of the system on its functionality users and the results of its usage. Additionally, the study explores factors that influence the acceptance and utilization of information systems, including whether the willingness to use the system under instruction depends on other variables. The key findings of this study are: perceived ease of use significantly and positively influences perceived usefulness; perceived usefulness significantly and positively affects symbolic adoption; and supervisor influence significantly and positively impacts perceived usefulness. Moreover, the relationship between perceived ease of use and symbolic adoption is entirely mediated by perceived usefulness as is the relationship between supervisor influence and symbolic adoption. The study’s limitations include the relatively small sample size and the specific context of the research, which may limit the generalizability of the findings. Future research could explore similar models in different organizational settings to validate and extend the applicability of the results. The findings suggest that enhancing the perceived ease of use and usefulness of mandatory systems can significantly impact their symbolic adoption, with supervisory influence playing a crucial role in shaping user perceptions. These insights can inform strategies for more effective implementation and management of information systems in mandatory settings.

Self-Leadership and Task, Contextual, and Creative Performance: The Mediating Role of Job Crafting

Employees' work performance is influenced by a number of factors, including the leadership style of their supervisors. However, in certain situations, despite the fact that managers have dysfunctional leadership styles or they avoid managerial responsibilities, followers perform well. A possible explanation is that employees perform well in such situations because they lead themselves, without needing the influence of direct supervisors. In order to test this hypothesis, we investigated the link between self-leadership and three types of performance: task, contextual, and creative performance. Also, we tested the mediating role of job crafting in the relationships between self-leadership and performance. The study was conducted on a sample of 282 employees. The results indicated that self-leadership is positively associated with the three types of performance. Moreover, job crafting mediates the relationships between self-leadership and all three forms of work performance. From a theoretical perspective, this study suggests that employees can have high performances despite ineffective or absent leaders when they adopt self-leadership strategies. From a practical point of view, our results indicate that organizations may use self-leadership interventions in order to stimulate employees’ job crafting behaviors and performance.

Restaurant waiting staff's intention to dissuade customers from over-ordering: an extended theory of planned behaviour

PurposeThis study aims to validate the impact of waiting staff’s attitudes, subjective norms, and perceived behavioural control on customer dissuasion from over-ordering and identify their antecedents using an extended theory of planned behaviour.Design/methodology/approachWe selected three categories of restaurants (30 in total, including fine dining, casual dining, and fast food) in Macao and Zhuhai (China) for conducting the survey using a purposive sampling approach. The respondents were waiting staff who took customers’ orders in the past three months. In total, 393 valid responses were used for a structural-equation-modelling analysis.FindingsThe results show that restaurant waiting staff’s attitudes, subjective norms, and perceived behavioural control have positive effects on their intention to dissuade customers from over-ordering. Our study further reveals that perceived behavioural control is far more influential than attitudes and subjective norms on restaurant employees’ intentions to intervene with over-ordering. We also validate seven antecedents, including environmental concern and communication for attitudes, peer influence, supervisor influence, and organisational support for subjective norms, and self-efficacy and training for perceived behavioural control.Originality/valueThe food-waste literature tends to focus on consumers in home and restaurant settings and has paid scarce attention to the role of restaurant waiting staff in intervening in consumers’ waste behaviours. We fill in this research gap by revealing a formation mechanism for waiting staff’s intention to dissuade over-ordering.

Cultivating employee obligation for constructive change: the roles of supervisor consultation and managerial openness

PurposeSupervisor consultation is conducive to promoting employee voice. This research examines an underlying mediating mechanism and a boundary condition that strengthens the influence of supervisor consultation.Design/methodology/approachTwo-wave survey data were collected from 302 full-time employees. Path analysis was adopted to test the hypotheses.FindingsSupervisor consultation is positively related to employee voice. Employee felt obligation for constructive change (FOCC) serves as a mediating mechanism. Supervisor consultation is more positively related to employee FOCC and subsequent voice when managerial openness is higher than lower.Originality/valueThis study highlights the incremental mediating effect of FOCC beyond that of two alternative mediators between supervisor consultation and employee voice and the moderating role of managerial openness in affecting the influence of supervisor consultation.

The Influence of Supervisor, Teamwork, and Discipline on Employee Performance

PT Dinamika Nuansa Absolute is a company engaged in the field of outsourcing, providing call center services. An organization greatly relies on human resources to achieve its goals. This necessitates the proper and effective management of human resources within the company or organization. Numerous factors can influence human resources, such as supervision, teamwork, discipline, and employee performance. The purpose of this research is to analyze the impact of Supervision, Teamwork, and Discipline on Employee Performance at PT Dinamika Nuansa Absolute. This research employs a quantitative approach with descriptive and causality research types. Non-probability sampling using the saturated sample method was conducted, resulting in 102 respondents from PT Dinamika Nuansa Absolute. Data analysis techniques include descriptive analysis and multiple linear regression analysis. The findings partially indicate that Supervision, Teamwork, and Discipline individually have a positive and significant influence on employee performance. Additionally, when considered together, Supervision, Teamwork, and Discipline collectively exert a significant influence on employee performance. The results suggest that the independent variables (Supervision, Teamwork, and Discipline) account for 45% of the variance in employee performance, with the remaining 55% influenced by unexamined factors.

The influence of supervisors and peers on PhD students’ sense of belonging and their success at Kenyan universities

Purpose Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities. Design/methodology/approach In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging. Findings Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success. Originality/value This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.

Impact of supervisor identity on hospitality employees’ work intentions: Rethinking of social dominance and intersectionality theory

This study employs social dominance theory to investigate the influence of supervisors' group identification, including gender, ethnicity, and sexual orientation, on hospitality employees' work intentions with supervisors. By including trust in supervisor as a mediator and the need for cognition as a moderator, this study offers insight into the psychological process through which hospitality employees develop their intentions to work with a certain group of supervisors. The results from a 2 × 2 × 2 between-subjects experiment suggest that the supervisor's gender and sexual orientation affect employees' intentions to work with the supervisor, while ethnicity does not. Results also reveal the mediating effect of trust in supervisor and the moderating effect of the need for cognition on the relationship between supervisors' group identification and intentions to work with the supervisor. Study findings have theoretical and managerial implications for developing diversity management practices in hospitality.

Supervisor’s Rank and Student’s Performance in Post Graduate Research in Universities in Cross River State

The study investigates influence of supervisors’ rank on students’ performance in post graduate theses and dissertations in postgraduate research in universities in Cross River State. The study adopted the ex-post factor research design. The population of the study consists of all the 3912 Post graduate degree students who completed their theses defence between 2019 to 2021 academic year among Universities in Cross River State, with specific reference to the University of Calabar, University of Cross River State and the Calabar center of the National Open University of Nigeria. Using the simple random sampling technique to select 406 respondents, data was analysed using the one-way ANOVA. The findings reveal that the supervisors’ rank has no significant influence on students’ performance in post graduate thesis and dissertation. Students’ performance in their final year research work is the same (equal) for those supervised by Lecturer 1, Senior Lecturer, Associate Professor and Professor. This may be true because of the open access possibility for supervisees to maximize online resources or consult academic mentors who might not be highly ranked academically. The study conclude that deans of Post Graduate School or postgraduate school administrators should ensure that different departments and faculties where postgraduate programmes are domiciled assigns supervisor with a higher level of expertise with regards to specialization and interest, rather than rank to supervise their post graduate student since the rank of supervisors’ does not influence students’ performance in post graduate research theses and dissertation.

The Influence of Supervisor’s Attitude and Workload on Student’s Academic Performance in Post Graduate Research in Cross River State

Post graduate projects forms the requirements for the fulfillment of doctoral and Master degree progamme. Therefore, the success of these academic exercises depends on the cordial relationship between the supervisor, the academic mentor and the learner. This study therefore investigates the influence of supervisor’s attitude and work load on student academic performance in postgraduate research in Cross River State. The study adopted the ex-post factor research design. The population of the study comprised of all the Postgraduate students who completed their theses defense between 2019 to 2021 academic year among Universities in Cross River State, Nigeria. A sample size of 406 was selected using simple random method. The study adopted the Theses and Dissertations supervisor variables scale (TADSVS) via a five-point Likert scale questionnaire was used to collect data from the respondents. Using the Simple Linear Regression Analysis the findings of the study revealed that: supervisor’s attitude towards thesis supervision have no influence on students’ performance in post graduate thesis. Similarly, it was discovered that supervisor’s academic workload has no influence on students’ performance in post graduate theses and dissertation. The study therefore recommended that deans of school of post-graduate studies in all Universities in Cross River State should ensure supervisor with positive attitude to supervise their post graduate student since supervisors’ attitude to theses and dissertations supervision significantly influence students’ performance in post graduate research and more than one supervisors should be allocated for post graduate project supervision to enhanced adequacy of time for both the supervisor and the learner in producing a qualitative research work of global standard.

The Influence of Supervisors’ Perceived Green HRM on Job Satisfaction and Affective Commitment: The Mediating Role of Subordinates’ Perceived Green HRM and the Moderating Role of HRM System Strength

The Influence of Supervisors’ Perceived Green HRM on Job Satisfaction and Affective Commitment: The Mediating Role of Subordinates’ Perceived Green HRM and the Moderating Role of HRM System Strength

Supervisors Teaching Variables and Students’ Performance in Post Graduate Thesis and Dissertation in Public Universities in Cross River State, Nigeria

This study focus on investigating supervisors’ teaching variables and students’ performance in post graduate thesis and dissertation in Cross River State, Nigeria. The study adopted the ex-post facto research design. The stratified random sampling technique was used to select 406 theses and dissertations from a population of 3,912 using proportionality of 10.37% with Faculty as basis of stratification. Theses and Dissertations supervisor variables scale (TADSVS) was used to amass information from the respondents, while the Simple Linear Regression Analysis was used to analyse the date collected from the field. The first finding showed that there is no statistical significant influence of supervisors’ years of tertiary institution teaching experience on students’ performance in post graduate theses and dissertations. This means that students’ performance in their final year research work is the same (equal) for those supervised by the low, moderate and high experienced lecturers. The finding of the second hypothesis showed that Supervisors’ area of specialization significantly influences students’ performance in theses and dissertations in Cross River State, Nigeria. That is, thesis performance is not equal across supervisors’ specialization. Based on the foregoing findings, the study recommends the need to assign an experience supervisor to supervise post graduate students’ research theses and dissertation for excellent performance since supervisors’ years of tertiary teaching experience significantly influence students’ performance in post graduate research theses and dissertation among universities students in Cross River State, Nigeria.

The influence of principal's leadership, teacher competencies, academic supervisor, work motivation and job satisfaction on teachers' performance in secondary schools of the country of Gambia

As the saying goes ‘education is the key to success’. When the majority of a nation’s citizens are educated, development becomes rapid. This research aims to determine the influence of a principal’s leadership, teacher competencies, academic supervisor, work motivation and job satisfaction on teachers' performance. This study employed the quantitative approach. The survey method was used to collect information through a questionnaire with a Likert-type of 5 rating scales to analyze data. A total number of 125 respondents were involved in the study and they were randomly selected from the secondary schools in Regional Education Directorate I&II. Data were analyzed using multiple linear regression and the coefficient of determination test R^2. The results show that the principal's leadership, teacher competencies, academic supervisor, and job satisfaction have a positive and significant influence on teachers’ performance, while work motivation has no significant influence on teachers’ performance. To have effective teaching and learning in schools, good leadership is required to guide, manage and control people, property and issues affecting them with proper handling to achieve the set goals. The Principal's work can be complemented by the efforts of his vice principals and other senior teachers as supervisors to ensure that plans are properly implemented and objectives achieved. Supervision helps teachers know and improve their weak areas and strengthen their competencies to deliver accordingly, develop skills, and boost their performances. These activities may lead to good working conditions and a conducive environment for the staff to be motivated and satisfied with their job. This research will provide insights into factors that have significant influences on teachers' performance.

The Effect of Supervisors on Employee Misconduct

ABSTRACT We study the influence of supervisors on employee misconduct at branches of U.S. financial institutions. Individual supervisor fixed effects explain twice as much variation in branch misconduct as firm fixed effects. Supervisor influence is concentrated in firms that theory suggests are most likely to delegate authority—firms with complex operations, distant branches, and trustworthy supervisors. Supervisors affect misconduct through their personnel decisions, attention to employees with past misbehavior, and ethics and industry rules training. After major internal control improvements, supervisor influence declines. Our results illustrate how supervisors influence misconduct above and beyond firm-level factors. Data Availability: Data are available from the public sources cited in the text. JEL Classifications: D21; D82; G20, L22; L23; M12; M40.

Influence of Supervisor’s Paradoxical Leadership and Organizational Learning Capability on Nurses’ Voice Behavior: Comparative Study

Influence of Supervisor’s Paradoxical Leadership and Organizational Learning Capability on Nurses’ Voice Behavior: Comparative Study

“Fix the system … the people who are in it are not the ones that are broken” A qualitative study exploring UK academic researchers’ views on support at work

Recent evidence suggests that it remains difficult for academic researchers to preserve global well-being when working in the UK higher education sector. Our study aimed to explore academic researchers' perspectives on how they feel their mental health and well-being could be better supported within the UK higher education system. Using a combination of semi-structured and narrative interviewing techniques, we gathered the perspectives of 26 researchers. Narrative and reflexive thematic analysis were then used on the data collected. Our findings highlight the need to tackle systemic issues such job insecurity and unrealistically high workloads, given the risk they can pose to researchers' mental health and well-being. Our findings also highlight the key influence of managers and supervisors in creating a supportive environment, and the importance of going beyond what support is offered. That is, it is vital to effectively promote any existing or emerging support systems, and to be proactive in offering this support. Given the diversity identified in researchers’ individual situations, it is important that support is flexible and takes into consideration individual requirements and preferences. Higher education authorities and institutions need to determine how they can foster a healthy, caring environment for researchers working in this sector going forwards.

Determining Whether Gender of External Instructional Supervisors Influence Public Secondary School Teachers’ Performance in Ndhiwa Sub-county, Homabay County

In the recent past, external instructional supervision of teachers has been known to have an impact on the student’s performance and more especially on the KCSE performance. The purpose of this study is to investigate the influence of external instructional supervision on public secondary school teachers’ performance in the Ndhiwa sub-county. The researcher believes that the process of supervision is a collaboration among the stakeholders in Education. The researcher used simple random sampling to select 15 public secondary schools, 15 secondary school principals and 103 teachers; purposive sampling was used to automatically select instructional supervisors (one QASO and one TSC sub-county director) from the Ndhiwa sub-county. Questionnaires were used as a data collection instrument for teachers, principals, and supervisors (QASO) and an interview guide for the TSC sub-county director. The data collected was subjected to the statistical package for social sciences to generate descriptive statistics. Thematic analysis was also carried out on the qualitative data. The study established that teachers’ performance is improved if the supervisor is usually warm and friendly to teachers, always assists the teacher where they go wrong, and often tries to be fair, firm, open and transparent in their dealings with teachers. The study established that supervisors always possess the necessary problem-solving skills, skills to observe teachers, skills for designing instruments for evaluation and whether supervisors help schools promote peace among staff and students. The study established that supervisors visiting school could easily improve cooperation with teachers by giving guidance and advice; teachers regarded them as professional colleagues and not as subordinates or inferiors

The Effect of Academic Supervision to School Supervisors and Teacher Motivation on Teacher Performance

This study is to describe the influence of school supervisors' academic supervision and motivation teacher achievement on teacher performance at SMA Negeri Mamajang District, Makassar City. This type of research is research ex post facto using a quantitative approach. Sampling technique was carried out by using proportional random sampling . The total population in this study was 247 teachers, where exogenous variable in this study is supervision academic supervisor of the school, while the intervening variable is teacher achievement motivation and the endogenous variable is teacher performance. The research instrument used is a questionnaire, the data were analyzed using descriptive and inferential statistics, which are in the analysis the inferential use analysis track.. Study This aim (1) For get description about academic supervision of school supervisors, teacher achievement motivation and teacher performance at the District Public High School Mamajang Makassar City (2) to find out that empirically supervision academic supervisor school effect on teacher achievement motivation at SMA Negeri Mamajang District, Makassar City (3) for obtain information empirical that supervision academic supervisor school influential to performance Teacher on senior high school Country Subdistrict Mamajang City Macassar (4) For ensure that in a manner empirical motivation achievement Teacher influential to performance Teacher on senior high school country subdistrict mamajang city macassar (5) for confirms that empirically the academic supervision of school supervisors influences teacher performance through motivation achievement teacher on senior high school Country Mamajang District City Macassar. Results study show that (1) supervision academic supervisor school with mark average as big 104.49 and generally in the good category, teacher achievement motivation with an average value of 111.20 And in general are in the very good category, while teacher performance with an average score of 129.23 and in general are in the very good category. (2) there is a direct influence from the supervisor's academic supervision school on teacher achievement motivation of 75.3% with a path coefficient of 0.868; (3) there is influence direct supervision academic supervisor school to performance Teacher as big 2,3 % with coefficient track 0.153; (4) there is a direct effect of teacher achievement motivation on teacher performance of 87.4% with a path coefficient 0.838; (5) there is an indirect effect of the school supervisor's academic supervision on teacher performance through motivation teacher achievement of 3,4 % with coefficients track 0, 111.