Bibliographic record
Abstract
Executive SummaryThis study looked at and organizational culture using a very large diverse sample. Three propositions state that individual is positively correlated with a organizational culture and negatively correlated with both a passive/defensive culture and an aggressive/defensive From these three propositions, 12 hypotheses are developed based on the 12 OCI subcultural scales. The subcultural scales are tested by multilevel regression analysis, using 3500 archival surveys. Previous work is extended by examining the degree to which an employee fits in with the organization. The study finds strong support for a positive correlation between the perception of the four constructive subcultures and and general support for a negative correlation that the four passive-defensive subcultures have with satisfaction. The findings regarding the correlation between the perception of an aggressive-defensive subculture and were largely inconclusive. The mixed results for the defensive subcultures appear to be due, in part, to the dominance of constructive cultures in the random sample.Although and organizational culture have been previously considered , the focus tended to be on a small sample collected within a single organization and few consider the moderating influence of person-organization fit. This effort considers a very large 3500-person sample spanning 35 private sector, educational, nonprofit, health care, government and military organizations. In addition, this work examines a dozen subcultures and evaluates the effect on relationships of age, sex, ethnic background, organization level, and years with the organization. Because each of these variables is presented in a model, a discussion of the role these variables have played in previous studies will be presented. This section also offers definitions for terms such as job satisfaction used in this study.Job SatisfactionJob is construed broadly to mean the perception of the degree to which work and the work setting fulfill an individual's comprehensive need requirements, including influences outside the workplace. Job is evoked by pervasive discernment, rather than confined artificially and solely to the limits of fluid short-term emotions.Effect of age - Griffiths ( 1999) used global to demonstrate a U-shaped relationship between age and global satisfaction, reflecting relatively high among the younger third and the older third of workers and low among those in the middle third (Clark, Oswald, & Warr, 1996). Building on a growing need to keep older workers in the workforce longer, she offered several explanations for the apparently high of older workers in the face of increasing early retirements. It may be that some workers who are dissatisfied or chronically ill exit the workforce early leaving behind the ones who are more satisfied (Clark, Oswald, & Warr, 1996).Organization type and genderXin Ma and MacMillan (1999) extended the comparison of and organizational culture conducted by previous researchers to the domain of Canadian elementary school teachers. They collected data from all the sixth grade students and their teachers in the New Brunswick English-speaking schools (Ν = 2,202). Other area schools are exclusively French-speaking. Using multiple regression analyses, the authors found a positive correlation between and organizational culture. The correlation was stronger for males than females. Overall, administrative control and teacher competence exhibited a greater influence on than did organizational culture. Finally, females reported a higher degree of than males and the sense of tended to erode with advancing age and more time in the profession. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".