Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-19T07:29:14.718Z Has data issue: false hasContentIssue false

The impact of supervisor–subordinate relationships and a trainee characteristic upon police officer work outcomes

Published online by Cambridge University Press:  26 July 2016

Yvonne Brunetto*
Affiliation:
Southern Cross Business School, Southern Cross University, Bilinga, QLD, Australia
Stephen Teo
Affiliation:
School of Management, RMIT University, Melbourne, VIC, Australia
Kate Shacklock
Affiliation:
Griffith Business School, Griffith University, Southport, QLD, Australia
Rod Farr-Wharton
Affiliation:
School of Business, University of the Sunshine Coast, Maroochydore, QLD, Australia
Art Shriberg
Affiliation:
School of Business, Xavier University, Cincinnati, OH, USA
*
Corresponding author: yvonne.brunetto@scu.edu.au

Abstract

This study used two theoretical lenses (positive organizational behaviour and social exchange theory) to examine the influence of an individual attribute – psychological capital (PsyCap), and an organizational factor – leader–member exchange, upon police officers’ perceptions of learning options (teamwork and training) and affective commitment. A cross-sectional design using a survey-based, self-report strategy was used to collect data from 588 frontline police officers in the United States. The findings indicate that leader–member exchange explained almost a fifth of PsyCap and together leader–member exchange and PsyCap accounted for almost a third of police officers’ satisfaction with training. Further, leader–member exchange, PsyCap, training and teamwork collectively explain almost half of affective commitment. One implication of the findings is that if senior management want police officers to be more committed, they have to improve officers’ relationships with their supervisors, upskill them (especially their supervisors) in PsyCap, and improve teamwork opportunities and processes.

Type
Research Article
Copyright
Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, N., & Meyer., J. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organisation. Journal of Occupational Psychology, 63, 118.Google Scholar
Ashton, D. (2004). The impact of organizational structure and practices on learning in the workplace. International Journal of Training and Development, 8(1), 4353.Google Scholar
Association of Talent Development (2015). ATD 2014 state of the industry report. Alexandria, VA: ATD ASTD DBA Association for Talent Development.Google Scholar
Avey, J., Luthans, F., & Jensen, S. (2009). Psychological capital: A positive resource for combating employee stress and turnover. Human Resource Management, 48(5), 677693.Google Scholar
Avey, J., Reichard, R., Luthans, F., & Mhatre, H. (2011). Meta-analysis of the impact of psychological capital on employee attitudes, behaviors and outcomes. Human Resource Development Quarterly, 22(2), 127152.Google Scholar
Avey, J., Richmond, L., & Nixon, D. (2012). Leader positivity and follower creativity: An experimental analysis. Journal of Creative Behaviour, 46(2), 99118.CrossRefGoogle Scholar
Avey, J., Wernsing, T., & Luthans, F. (2008). Can positive employees help positive organizational change? Impact of psychological capital and emotions on relevant attitudes and behaviors. The Journal of Applied Behavioral Science, 44(1), 4870.Google Scholar
Berman, E., Bowman, J., West, J., & Van Wart, M. (Eds.) (2012). Training, learning and development: exploring new frontiers (Ch 9). Human resource management in public service: Paradoxes, processes, and problems (pp. 339372). London: Sage.Google Scholar
Birzer, M. (2003). The theory of andragogy applied to police training. Policing: An International Journal of Police Strategies & Management, 26(1), 2942.Google Scholar
Branderhorst, E. M., & Wognum, A. (1995). Management influence on the transfer of training. In E. F. Holton (Ed.), Conference proceedings. St. Louis, MO: Academy of Human Resource Development. http://purl.utwente.nl/publications/96910 Google Scholar
Brunetto, Y., & Farr-Wharton, R. (2002). Using social identity theory to explain the job satisfaction of public sector employees. International Journal of Public Sector Management, 15(7), 534551.Google Scholar
Brunetto, Y., Farr-Wharton, R., & Shacklock, K. (2011). Using the Harvard HRM model to conceptualise the impact of changes to supervision upon HRM outcomes for different types of Australian public sector employees. International Journal of Human Resource Management, 22(3), 553573.Google Scholar
Brunetto, Y., Farr-Wharton, R., & Shacklock, K. (2012a). Communication, training, wellbeing and commitment across generations. Nursing Outlook, 60, 715.Google Scholar
Brunetto, Y., Farr-Wharton, R., & Shacklock, K. (2012b). Supervisor relationships, teamwork, role ambiguity and discretionary power: Nurses in Australia and the UK. International Journal of Public Administration, 35, 532543.Google Scholar
Brunetto, Y., Shacklock, K., Teo, S., & Farr-Wharton, R. (2014). The impact of management on the engagement and wellbeing of high emotional labour employees. International Journal of Human Resource Management, 25(17), 23452363.Google Scholar
Brunetto, Y., Shacklock, K., Teo, S., Farr‐Wharton, R., & Nelson, S. (2015). Nurses’ supervisors, learning options and organisational commitment: Australia, Brazil and England. Journal of Nursing Management, 23(8), 10291038.Google Scholar
Caro, C. A. (2011). Predicting state police officer performance in the field training officer program: What can we learn from the cadet’s performance in the training academy? American Journal of Criminal Justice, 36, 357370.Google Scholar
Chen, G., & Klimoski, R. J. (2007). Training and development of human resources at work: Is the state of our science strong? Human Resource Management Review, 17(2), 180190.CrossRefGoogle Scholar
Combs, G. M., & Luthans, F. (2007). Diversity training: Analysis of the impact of self-efficacy. Human Resource Development Quarterly, 16(1), 91120.Google Scholar
Combs, G. M., Luthans, F., & Griffith, J. (2008). Learning motivation and transfer of human capital development: Implications from psychological capital. In C. L. Cooper & R. Burke (Eds.), The peak performing organization (pp. 7391). New York: Routledge.Google Scholar
Cropanzano, R., & Mitchell, M. (2005). Social exchange theory: An interdisciplinary review. Journal of Management, 31, 874900.Google Scholar
Daily, B., & Bishop, J. (2003). TQM workforce factors and employee involvement: The pivotal role of teamwork. Journal of Managerial Issues, Dec 1, 393412.Google Scholar
Dick, G. (2011). The influence of managerial and job variables on organisational commitment in the police. Public Administration, 89(2), 557576.Google Scholar
Dulebohn, J., Bommer, W., Liden, R., Brouer, R., & Ferris, G. (2002). A meta-analysis of antecedents and consequences of leader–member exchange. Journal of Management, 38, 17151759.Google Scholar
Glaser, S., Zamanou, S., & Hacker, K. (1987). Measuring and interpreting organisational culture. Management Communication Quarterly, 1(2), 173198.Google Scholar
Graen, G., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader -member exchange (LMX) theory of theory over 25 years: Applying a multi-level multi-domain perspective. Leadership Quarterly, 6(2), 219247.Google Scholar
Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall.Google Scholar
Hawley, J. D., & Barnard, J. K. (2005). Work environment characteristics and implications for training transfer: A case study of the nuclear power industry. Human Resource Development International, 8, 6580.Google Scholar
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 155.Google Scholar
Koopman, H., Doornbos, A., & van Eekelen, I. (2006). Learning in interactive work situations: It takes two to tango; why not invite both partners to dance. Human Resource Development Quarterly, 17, 135158.Google Scholar
Luthans, F., Norman, S., Avolio, B., & Avey, J. (2008). The mediating role of psychological capital in the supportive organizational climate-employee performance relationship. Journal of Organizational Behavior, 29(2), 219238.Google Scholar
Luthans, F., Vogelgesang, G., & Lester, P. (2006). Developing the psychological capital of resiliency. Human Resource Development Review, 5(1), 2544.Google Scholar
Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult and Continuing Education, 89, 2534.Google Scholar
Marton, F., Tsui, A. B., Chik, P. P., Ko, P. Y., & Lo, M. L. (2004). Classroom discourse and the space of learning. Routledge, NJ: Lawrence Erlbaum Associates.Google Scholar
Meyer, J., Stanley, D., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61, 2052.Google Scholar
Meyer, J. P., & Smith, C. A. (2000). HRM practices and organisational commitment: Test of a mediation model. Canadian Journal of Administrative Sciences, 17(4), 319332.CrossRefGoogle Scholar
Mohammed, A., & Marquardt, M. (2007). Relationship between employees, beliefs regarding training benefits and employees’ organizational commitment in a petroleum company in the State of Qatar. International Journal of Training and Development, 11(1), 4970.Google Scholar
Mitchell, M. S., Cropanzano, R. S., & Quisenberry, D. M. (2012). Social exchange theory, exchange resources, and interpersonal relationships: A modest resolution of theoretical difficulties. In K. Törnblom & A. Kazemi (Eds.), Handbook of social resource theory: Theoretical extensions, empirical insights, and social applications, critical issues in social justice (pp. 99118). New York: Springer.Google Scholar
Noblet, A., Rodwell, J., & Allisey, A. (2009). Job stress in the law enforcement sector. Stress and Health, 25(1), 111120.Google Scholar
Noe, R. A. (2005). Employee training and development (3rd ed.). Boston, MA: McGraw-Hill/Irvin.Google Scholar
Paul, A. K., & Anantharaman, R. N. (2004). Influence of HRM practices on organizational commitment: A study among software professionals in India. Human Resource Development Quarterly, 15(1), 7788.Google Scholar
Podsakoff, P. M., MacKenzie, S. B., Lee, C. A., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879903.Google Scholar
Rubin, R., Palmgreen, P., & Sypher, H. (1994). Communication research measures: A sourcebook. New York: Guildford Press.Google Scholar
Rose, R. C., Kumar, N., & Pak, O. G. (2009). The effect of organizational learning on organizational commitment, job satisfaction and work performance. The Journal of Applied Business Research, 25(6), 5565.Google Scholar
Shane, J. (2010). Performance management in police agencies: A conceptual framework. International Journal of Police Strategies & Management, 33(1), 629.Google Scholar
Stevens, D. (2001). Case studies in community policing. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Story, J., Youssef, C., Luthans, F., Barbuto, J., & Bovaird, J. (2013). Contagion effect of global leaders’ positive psychology capital on followers: Does distance and quality of relationship matter? International Journal of Human Resource Management, 24(13), 25342553.Google Scholar
Tharenou, P., Saks, A. M., & Moore, C. (2007). A review and critique of research on training and organizational-level outcomes. Human Resource Management Review, 17(3), 251273.Google Scholar
Wang, H., Law, K. S., Hackett, R. D., Wang, D., & Chen, Z. X. (2005). Leader-member exchange as a mediator of the relationship between transformational leadership and followers’ performance and organizational citizenship behavior. Academy of Management Journal, 48(3), 420432.Google Scholar
Wang, H., Sui, Y., Luthans, F., Wang, D., & Wu, Y. (2014). Impact of authentic leadership on performance: Role of followers’ positive psychological capital and relational processes. Journal of Organizational Behavior, 35, 521.Google Scholar
Werth, E. P. (2011). Scenario training in police academies: Developing students’ higher-level thinking skills. Police Practice and Research, 12(4), 325340.CrossRefGoogle Scholar