A random sample of California professionals were surveyed to determine the relatedness of achievement-goal orientations, core self-evaluations, employer support, recognition, and risk aversion to various achievement outcomes. The purpose of the research was to help employers understand why their personnel development programs commonly fail to gain traction or produce results. Using selection instruments to sort job candidates by learning or achievement aptitude, offering more robust support, and incentivizing learning in addition to performance are potential solutions. The data were analyzed using structural equation modeling including multivariate regression and path analysis. The overall model was statistically significant and explained 22% of the variance from the mean level of achievement. The main effects in the model were through the interaction of organizational support and risk aversion. Core self-evaluations influenced achievement orientations, and organizational support had a positive moderating relationship to achievement outcomes through risk tolerance. However, respondents reported the least amount of organizational support in middle management positions and above, and the median level of recognition reported by all respondents was zero. Performance-approach orientations were a better predictor of all achievement outcomes than learning-approach orientations, inclusive of educational attainment. Risk tolerance proved the most significant mediator of achievement of all predictor and demographic control variables. A best-fit path model for development and achievement is presented based on the research results followed by a discussion of the complex and problematic nuances within the model.
|Advisor:||Florence, Linda F|
|Commitee:||Avella, John T, Hsu, Donald|
|School:||University of Phoenix|
|Department:||School of Advanced Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/8(E), Dissertation Abstracts International|
|Subjects:||Organizational behavior, Behavioral psychology, Management|
|Keywords:||Achievement, Learning, Performance, Recognition, Risk, Support|
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