Psychological Management of Individual Performance by Sabine Sonnentag

By Sabine Sonnentag

Psychological administration of person functionality contains a different mix of contributions from lecturers and practitioners for every subject.

Leading overseas authors come jointly during this integrative and complete guide, to mix educational learn findings and to supply particular practice-relevant details, on topics corresponding to functionality strategies, paintings layout, cognitive skill and character as predictors of functionality, functionality appraisal and capability research, objective surroundings, education, mentoring, present platforms, strategic HRM in addition to broader matters comparable to overall healthiness and organizational tradition.

This instruction manual is a worthy source for researchers, teachers and complicated scholars in psychology and comparable fields; in addition to experts, practitioners and pros in HR, who are looking to give a contribution to the enhancement and upkeep of excessive person functionality.

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References 19 The ongoing changes in the today’s organizations have implications for our conceptualizations and research endeavors on performance. More specifically, future performancerelated research must pay more attention to learning and proactivity issues. Further theory development is needed with respect to the interface between individual and team level performance. This comprises questions such as the translation of individual into team level performance and the role of team process variables in enhancing individual performance.

Psychological Bulletin, 112, 310–329. Greenberg, J. (1990). Organizational justice: Yesterday, today, and tomorrow. Journal of Management, 16, 399–432. Greiner, B. , & Leitner, K. (1989). Assessment of job stress: The RHIA-instrument. In K. Landau & W. ), Recent developments in work analysis (pp. 53–66). London: Taylor & Francis. Griffin, R. W. (1991). Effects of work redesign on employee perceptions, attitudes and behaviors: A long-term investigation. Academy of Management Journal, 34, 425–435.

Crucial findings within this field are that high performers differ from moderate performers in the way they approach their tasks and how they arrive at solutions (for an overview, cf. Sonnentag, 2000). For example, during problem comprehension, high performers focus on abstract and general information, they proceed from general to specific information, and apply a ‘relational strategy’ in which they combine and integrate various aspects of the task and the solution process (Isenberg, 1986; Koubek & Salvendy, 1991; Shaft & Vessey, 1998).

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