| Literature DB >> 36172542 |
Zejun Ma1, Ming Fan1, Chenhui Ouyang1, Jialu Su1, Mengyun Wu2.
Abstract
Purpose: Some scholars have explored the connotation and structural elements of employee zhengchong behaviour based on Taiwan's local enterprises, providing results with reference significance. However, there is a lack of accurate measurement scales. How to treat employee zhengchong behaviour (striving for a favour) and effectively deconstruct it is very important to the sustainable development of family firms.Entities:
Keywords: differential leadership; family firms; grounded theory; scale development
Year: 2022 PMID: 36172542 PMCID: PMC9512285 DOI: 10.2147/PRBM.S380050
Source DB: PubMed Journal: Psychol Res Behav Manag ISSN: 1179-1578
Examples of Interview Records and Open Coding
| Original Statement (Example) | Initial Concept | Category |
|---|---|---|
| D4: For example, rivalry in front of the boss is a positive and serious work attitude of employees who want to win the favour of the boss through their achievements; | Behaving positively; | Showing merits |
| B1: When being promoted, leaders tend to choose employees with good performance and good relationships with colleagues and other leaders; | Setting up | Establishing public praise |
| A1: Concerning position, suppose I improve the process and links of the production line on my own, and my work efficiency is increased from 20 to 25, my boss will pay attention to me, then one day, I will have a better chance of being promoted to a team leader or a monitor; | Working actively; | Pursuing lean work |
| B3: When the interests of employees are consistent, they will unite to win the favour of leaders. It is the case that foreign employees recruited by enterprises tend to be more closely linked; | Establishing close ties with people with common interests | Uniting others |
| E1: In our work, many people have been promoted thanks to their workability or ideas of pleasing leaders rapidly. Moreover, they show off themselves in various situations. Frequently, they recommend themselves, whether in team activities or daily work. They take the lead in projects and complete them with high efficiency; they are ready to do everything possible to help colleagues in need with the hope of attracting their leaders’ attention. | Undertaking jobs autonomously; | Assisting actively |
| F1. Team leaders or some team members share knowledge or skills with other colleagues in the same team to improve the team performance. As a result, they get favour from their senior leaders. | Sharing knowledge and experience actively | Sharing knowledge and resources |
| G3: For the favour of their leaders, it is expected that the employees belittle others, praise themselves, suppress each other, or even seize others’ achievements; | Satirizing and slandering; | Slandering and suppressing |
| E3: Take a technician at a very high level in his professional field but very bad at communication. He is unpopular with his colleagues, leading some employees to complain to their leaders that he is uncollaborative and challenging to communicate with, etc. Moreover, other colleagues crowd him out, refuse to collaborate with him, and deliberately ignore his work arrangement or opinions. | Not collaborating; | Excluding in jobs |
| C1: I crowd out others and see my colleagues around me as imaginary enemies; | Setting up imaginary enemies; | Excluding in relationships |
| J3: Some employees create an image that they keep the same pace with their leaders via social apps, making the leader think that they have some interests in common; | Praising leaders with words; | Pleasing leaders continually |
| G1: Some employees like to flatter the leaders: they assent to all ideas of the leaders and think that what they say is right; | Catering to leaders; | Complying with orders blindly |
| D4: Employees come early in the morning to do chores for leaders: cleaning, boiling water and making tea, etc., to get appreciation; | Helping leaders do extra work; | Offering assistance personally |
Spindle Coding
| Main Category | Initial Category | Category Connotation |
|---|---|---|
| Showing abilities | Showing merits | Showing merits emphasizes that those who compete for favour show their strengths in front of the leaders in a targeted way while concealing their defects, clarifying the leaders’ value proposition. Competitors can attract leaders’ attention by showing their merits in front of them. |
| Establishing public praise | Establishing public praise means establishing a good personal image in front of leaders and colleagues. Good workplace relations can help the favoured staff get leaders’ attention, and they will have more job opportunities and promotion space. | |
| Pursuing lean work | Pursuing lean work emphasizes the excellent work performance of employees and increases the organization’s actual performance. In a performance-oriented organization, whether employees have real talents and real learning fundamentally affects the competitiveness of an enterprise. If enterprises lack a competitive advantage, they will risk being eliminated by the market. Therefore, senior leaders responsible for improving organizational performance must appoint people on their merits. At this time, employees who are genuinely talented and fully demonstrated to the leaders will be entrusted with a major responsibility; that is, they win the “favour” of the leaders. | |
| Collaborating and sharing | Uniting others | The social impact theory put forward by Latane pointed out that social impact depends on the pressure intensity, directness, and the number of sources of pressure on the target individual (Latane et al, 1981). According to this theory, employees’ solidarity behaviour with others raises their influence within the team by increasing the number of sources of social shock, and thus they are more likely to be favoured by leaders. |
| Assisting actively | Active assistance comprises actively sharing burdens for leaders and helping colleagues on the team finish their work to improve the work efficiency of the whole team to gain the appreciation and trust of superior leaders. | |
| Sharing knowledge and resources | Sharing knowledge and resources means that employees share knowledge and experience. Knowledge can be spread from the personal level to the organizational level, thereby enabling more employees to obtain methods and tools to solve problems, thus improving organizational performance. Enterprises are performance-oriented, and leaders desire to create an organizational culture of knowledge sharing so that competitors can gain the appreciation of leaders through knowledge sharing. | |
| Excluding outsiders | Slandering and suppressing | Competitors can learn the difference between themselves and others through social comparison with other team members with the same ability, which leads to unfair perception or jealousy and further suppressing others by slandering others and setting up work obstacles. This helps them effectively alleviate their negative feelings with the hope of getting more attention from leaders. |
| Excluding in jobs | The specific behaviour of excluding others in work includes setting up work obstacles, deliberately concealing important information, not collaborating with work, etc., which makes the imaginary enemies commit frequent mistakes at work, thus reducing their position in the leader’s mind and further enhancing one’s own position. | |
| Excluding in relationships | The specific actions of excluding others in a relationship include employees showing explicit, direct and one-to-one oppression or making imaginary enemies feel interpersonal pressure through indirect, obscure and exclusive behaviours. Moreover, specific actions include face-to-face verbal or emotional attacks, suggesting that other colleagues should not contact them, etc. | |
| Ingratiating upwards | Pleasing leaders continually | Pleasing leaders continually includes two aspects: language and action. On the one hand, flatterers look for opportunities to praise leaders in words appropriately; on the other hand, they do what the leaders think and like. |
| Complying with orders blindly | Complying with orders blindly means always respecting the leaders’ attitude and agreeing with any ideas or suggestions put forward by the leaders, even if the employees do not agree. | |
| Offering assistance personally | Private assistance involves attention and help to specific leaders, such as helping the leaders’ private affairs and actively collaborating with the leaders to accomplish extra tasks. In Chinese organizations, loyalty is more emotional. The focus of loyalty does not fall on the whole enterprise but the specific leaders. This is because the loyalty pattern in Chinese organizations reflects the essence of personal loyalty. |
Figure 1Dimensions of employee Zhengchong behaviour.
Initial Items of Employee Zhengchong Behaviour
| Dimension | Secondary Index | Number | Item | References |
|---|---|---|---|---|
| Showing abilities | Showing merits | S1 | I will look for opportunities to let leaders know my strengths and merits. | Kumar (1991), |
| S2 | I will actively demonstrate my talents and qualities to make leaders believe in my ability. | |||
| Establishing public praise | S3 | I will try to let leaders know about my good reputation among colleagues. | ||
| Pursuing lean work | S4 | I will fully accomplish my duty to gain the appreciation of the leaders. | ||
| S5 | I will actively strive to contribute to the department’s overall performance to gain the leaders’ appreciation. | |||
| Collaborating and sharing | Uniting others | S6 | To be appreciated by the leaders, I will care about my team colleagues and strengthen communication with them. | Farh et al (2004), |
| Assisting actively | S7 | To be appreciated by the leaders, I will actively assist my team colleagues in completing the work. | ||
| S8 | To be appreciated by the leaders, I will try my best to improve my teamwork efficiency. | |||
| Sharing knowledge and resources | S9 | To be appreciated by the leaders, I will share my knowledge and experience with the team. | ||
| Excluding outsiders | Slandering and suppressing | S10 | I will speak ill of colleagues on the team who are appreciated or close to the leaders and those who are equivalent to my ability. | Huang Guozhan (2014), |
| S11 | If possible, I will put obstacles in the work of colleagues who are appreciated or close to the team’s leaders and have the same ability as I. | |||
| Excluding in jobs | S12 | I will deliberately ignore the work opinions of colleagues who are appreciated or close to the leaders of the team and are equal to my ability. | ||
| S13 | I will not seek to interact or collaborate with colleagues who are appreciated or are close to the team’s leaders and have the same ability as I. | |||
| Excluding in relationships | S14 | I will show neglect or even hostility to colleagues on the team who are appreciated or close to the leaders and are equivalent to my ability. | ||
| S15 | For colleagues on the team who are appreciated or close to the leaders and have the same ability as I have, I will suggest that others not make contact with them. | |||
| Ingratiating upwards | Pleasing leaders continually | S16 | I will always look for opportunities to praise leaders. | Huang Guozhan (2014), |
| S17 | I always cater to the interests of leaders, even if they are not related to my work. | |||
| Complying with orders blindly | S18 | When the leader shares his new ideas, I will show the same enthusiasm as he does, even though I do not agree with these ideas. | ||
| Offering assistance personally | S19 | I will help the leaders personally and be nice to them. | ||
| S20 | I will take the initiative to actively assist the leaders in their work, even if these jobs are beyond my job responsibilities. |
Characteristics of Participants in Exploratory Factor Analysis
| Demographic Variable | Categories | Number of Participants | Percentage (%) |
|---|---|---|---|
| Gender | Male | 129 | 46.4 |
| Female | 149 | 53.6 | |
| Age | Under 20 years old | 0 | 0 |
| 21–25 years old | 20 | 7.2 | |
| 26–30 years old | 131 | 47.1 | |
| 31–35 years old | 95 | 34.2 | |
| 36–40 years old | 22 | 7.9 | |
| Over 40 years old | 10 | 3.6 | |
| Education background | Senior high school (technical secondary school) and below | 7 | 2.5 |
| Junior college | 22 | 7.9 | |
| Undergraduate College | 230 | 82.7 | |
| Postgraduate | 19 | 6.8 | |
| Years of work at the company | Under 1 year | 1 | 4 |
| 1–2 years | 16 | 5.8 | |
| 2–3 years | 39 | 14.0 | |
| 3–5 years | 90 | 32.4 | |
| More than 5 years | 132 | 47.5 | |
| Working years with current leaders | Under 1 year | 3 | 1.1 |
| 1–2 years | 40 | 14.4 | |
| 2–3 years | 90 | 32.4 | |
| 3–5 years | 84 | 30.2 | |
| More than 5 years | 61 | 21.9 |
Results of the Internal Consistency Reliability Test of the Zhengchong Behaviour Scale
| Number | CITC | α Coefficient After Entry Deletion | Number | CITC | α Coefficient After Entry Deletion |
|---|---|---|---|---|---|
| S1 | 0.618 | 0.902 | S11 | 0.683 | 0.899 |
| S2 | 0.285 | 0.908 | S12 | 0.616 | 0.901 |
| S3 | 0.606 | 0.902 | S13 | 0.547 | 0.903 |
| S4 | 0.589 | 0.902 | S14 | 0.358 | 0.908 |
| S5 | 0.549 | 0.903 | S15 | 0.645 | 0.900 |
| S6 | 0.553 | 0.903 | S16 | 0.531 | 0.903 |
| S7 | 0.573 | 0.902 | S17 | 0.521 | 0.904 |
| S8 | 0.608 | 0.901 | S18 | 0.508 | 0.904 |
| S9 | 0.556 | 0.903 | S19 | 0.513 | 0.904 |
| S10 | 0.656 | 0.900 | S20 | 0.401 | 0.907 |
Results of Exploratory Factor Analysis of Employee Zhengchong Behaviour
| Dimension | Number | Factor 1 | Factor 2 | Factor 3 | Factor 4 |
|---|---|---|---|---|---|
| Showing abilities | S4 | 0.792 | 0.190 | 0.259 | 0.144 |
| S1 | 0.776 | 0.238 | 0.177 | 0.254 | |
| S3 | 0.772 | 0.206 | 0.259 | 0.179 | |
| Collaborating and sharing | S9 | 0.159 | 0.892 | 0.128 | 0.094 |
| S6 | 0.180 | 0.835 | 0.150 | 0.063 | |
| S7 | 0.129 | 0.814 | 0.222 | 0.088 | |
| S8 | 0.197 | 0.707 | 0.241 | 0.180 | |
| Excluding outsiders | S13 | 0.057 | 0.057 | 0.833 | 0.136 |
| S11 | 0.195 | 0.195 | 0.790 | 0.141 | |
| S15 | 0.198 | 0.198 | 0.784 | 0.095 | |
| S10 | 0.190 | 0.190 | 0.784 | 0.122 | |
| S12 | 0.216 | 0.216 | 0.771 | 0.089 | |
| Ingratiating upwards | S18 | 0.096 | 0.060 | 0.117 | 0.894 |
| S17 | 0.116 | 0.087 | 0.126 | 0.890 | |
| S19 | 0.149 | 0.100 | 0.091 | 0.880 | |
| S16 | 0.212 | 0.154 | 0.156 | 0.713 |
Characteristics of Participants in Confirmatory Factor Analysis
| Demographic Variables | Categories | Number of Participant | Percentage (%) |
|---|---|---|---|
| Gender | Male | 162 | 48.9 |
| Female | 169 | 51.1 | |
| Age | Under 20 years old | 0 | 0 |
| 21–25 years old | 37 | 11.2 | |
| 26–30 years old | 182 | 55.0 | |
| 31–35 years old | 96 | 29.0 | |
| 36–40 years old | 9 | 2.7 | |
| Over 40 years old | 7 | 2.1 | |
| Education background | Senior high school (technical secondary school) and below | 3 | 9 |
| Junior college | 30 | 9.1 | |
| Undergraduate College | 273 | 82.5 | |
| Postgraduate | 25 | 7.6 | |
| Years of work in the company | Under 1 year | 7 | 2.1 |
| 1–2 years | 39 | 11.8 | |
| 2–3 years | 58 | 17.5 | |
| 3–5 years | 86 | 26.0 | |
| More than 5 years | 141 | 42.6 | |
| Working hours with current leaders | Under 1 year | 9 | 2.7 |
| 1–2 years | 72 | 21.8 | |
| 2–3 years | 91 | 27.5 | |
| 3–5 years | 88 | 26.6 | |
| More than 5 years | 71 | 21.5 |
Results of Confirmatory Factor Analysis of Employee Zhengchong Behaviour
| Model | χ2 | df | χ2/df | RMSEA | GFI | PGFI | NFI | TLI | CFI |
|---|---|---|---|---|---|---|---|---|---|
| Single factor | 1075.627 | 101 | 10.650 | 0.171 | 0.668 | 0.496 | 0.670 | 0.631 | 0.690 |
| Two factors | 847.838 | 100 | 8.487 | 0.151 | 0.722 | 0.531 | 0.740 | 0.714 | 0.762 |
| Three factors a | 668.992 | 98 | 6.826 | 0.133 | 0.772 | 0.557 | 0.795 | 0.777 | 0.818 |
| Three factors b | 546.781 | 98 | 5.579 | 0.118 | 0.794 | 0.572 | 0.832 | 0.825 | 0.857 |
| Three factors c | 403.173 | 98 | 4.114 | 0.097 | 0.848 | 0.611 | 0.876 | 0.881 | 0.903 |
| Four factors | 219.301 | 95 | 2.308 | 0.063 | 0.922 | 0.644 | 0.933 | 0.950 | 0.960 |
| Second-order model | 226.867 | 97 | 2.339 | 0.064 | 0.919 | 0.656 | 0.930 | 0.949 | 0.959 |
Notes: Three factors a showing abilities, collaborating and sharing, excluding outsiders+ ingratiating upwards; Three factors b showing abilities, collaborating and sharing + excluding outsiders, ingratiating upwards; Three factors c showing abilities + collaborating and sharing, excluding outsiders, ingratiating upwards.
Figure 2Parameter estimation of the 4-factor structural model of employee Zhengchong behaviour.
Figure 3The results of second order confirmatory factor analysis of employee Zhengchong behaviour scale.
Reliability Coefficient of Employee Zhengchong Behaviour Scale
| Showing Abilities | Collaborating and Sharing | Excluding Outsiders | Ingratiating Upwards | Scale | |
|---|---|---|---|---|---|
| Chronbach’s α | 0.830 | 0.826 | 0.885 | 0.905 | 0.916 |
| Number of items | 3 | 4 | 5 | 4 | 16 |
Convergence Validity Analysis of Employee Zhengchong Behaviour Scale
| Showing Abilities | Collaborating and Sharing | Excluding Outsiders | Ingratiating Upwards | |
|---|---|---|---|---|
| AVE | 0.619 | 0.545 | 0.608 | 0.691 |
| CR | 0.830 | 0.827 | 0.885 | 0.899 |
Discriminatory Validity Analysis of Employee Zhengchong Behaviour Scale
| Showing Abilities | Collaborating and Sharing | Excluding Outsiders | Ingratiating Upwards | |
|---|---|---|---|---|
| Showing abilities | (0.787) | |||
| Collaborating and sharing | 0.530** | (0.738) | ||
| Excluding outsiders | 0.556** | 0.480** | (0.780) | |
| Ingratiating upwards | 0.502** | 0.363** | 0.531** | (0.831) |
Note: **p<0.01.