Influences of New Employee Development Practices on Temporary Employee Work-Related Attitudes

Autor/inn/en	Slattery, Jeffrey P.; Selvarajan, T. T.; Anderson, John E.
Titel	Influences of New Employee Development Practices on Temporary Employee Work-Related Attitudes
Quelle	In: Human Resource Development Quarterly, 17 (2006) 3, S.279-303 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1044-8004
DOI	10.1002/hrdq.1175
Schlagwörter	Intention; Temporary Employment; Socialization; Job Satisfaction; Employee Attitudes; Models; Organizational Culture; Labor Turnover + Suchen Sie Ihr Suchwort? Zeitarbeit; Socialisation; Sozialisation; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Arbeitnehmerinteresse; Analogiemodell; Unternehmenskultur
Abstract	The need to make organizations more flexible and thus more responsive to environmental change has led to many organizations using a flexible workforce that includes temporary employees. The article's purpose was to examine relationships between new employee development (NED) practices that promote organizational socialization and temporary employee attitudes (i.e., job satisfaction, organizational commitment, and turnover intention). We developed and empirically tested two models depicting the influence of the dual nature of NED practices on employee attitudes in a temporary agency employing workers at many U.S. sites. Results supported nearly all hypothesized relationships. Concerning the client organization, we found positive relationships between NED practices and job satisfaction and organizational commitment and a negative relationship between NED practices and turnover intention. Job satisfaction and organizational commitment partially mediated the NED practices and turnover intention relationship. Similar results were found for relationships between NED practices and employee attitudes in relation to the temporary agency. Implications of these findings are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10