Organizational Climate and Job Performance: an Integrative Approach

Meglino, Bruce
August 1974
Academy of Management Proceedings (00650668);1974, p44
Conference Proceeding
Laboratory evidence which appears to expand the social psychological paradigm of "social facilitation" to include more complex behavior is presented in this paper. The conclusions state that relatively complex behavioral responses, which are well-learned, can be enhanced, and poorly learned responses diminished, through apprehension produced by the evaluation process. In a cooperative laboratory task, dominant subjects were observed to behave in a more dominant way when they perceived that their behavior would be evaluated by others. Under the same conditions, submissive subjects behaved in a more submissive way. Because dominance and submissiveness are both well-learned characteristics, both were enhanced through the evaluation process. This conclusion appears to integrate and explain the results of a number of previous, and at times contradictory, studies of "organizational climate." In studies where employees emerged from a training program into a climate which may be termed "evaluative," the effect of training appeared to be minimal. Because responses are never fully learned immediately after training, they are retarded by the evaluation process. On the other hand, studies where climate could be termed "supportive" or "non-evaluative" showed more significant training effects. Here, the absence of evaluation permitted the training effect to remain.


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