Organizational and career-oriented commitment and employee development behaviors
Bibliographic record
Abstract
Purpose – The purpose of this paper is to contrast the foundations of (affective) organizational and career-oriented commitment. Using social exchange theory as a background, organizational commitment is proposed as a mediator between perceived organizational support (POS) and competence development activities and feedback-seeking behavior. Career-oriented commitment, defined as a self-interested orientation toward one’s career, is proposed to mediate a positive relationship between proactive personality and competence development but a negative relationship between proactive personality and feedback-seeking. Design/methodology/approach – Data were collected from 126 employees using one-year time-lagged study in which POS and proactive personality were measured at Time 1, commitment variables at Time 2, and competence development and feedback-seeking at Time 3. Findings – Organizational commitment mediated a positive relationship between POS and competence development but not feedback-seeking. Career-oriented commitment mediated a negative relationship between proactive personality and feedback-seeking but did not mediate the relationship to competence development. Proactive personality exerted direct and positive effects on competence development and feedback-seeking, but had a negative effect on feedback-seeking through career-oriented commitment. Practical implications – An implication of these findings is that organizations need to reduce the detrimental effects that the proactivity trait exerts on feedback-seeking through career-oriented commitment. One way to do this is to increase the fit between organizational career opportunities and the career expectations of employees with high career-oriented commitment. Originality/value – This study indicates that social exchange and self-interest motives act as distinct drivers of organizational and career-oriented commitment, respectively, and that these motives have implications for how individuals learn and socialize in the workplace.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".