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Journal of Education for Business

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Student Classroom and Career Success: The Role of

Organizational Citizenship Behavior
a b a
Barbara J. Allison , Richard Steven Voss & Sean Dryer
a
Louisiana Tech University Ruston , Louisiana
b
University of Alabama Tuscaloosa , Alabama
Published online: 31 Mar 2010.

To cite this article: Barbara J. Allison , Richard Steven Voss & Sean Dryer (2001) Student Classroom and Career
Success: The Role of Organizational Citizenship Behavior, Journal of Education for Business, 76:5, 282-288, DOI:
10.1080/08832320109599650

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 Student Classroom and Career
Success: The Role of Organizational
Citizenship Behavior
BARBARA J. ALLISON RICHARD STEVEN VOSS SEAN DRYER
Louisiana Tech University University of Alabama Louisiana Tech University
Ruston, Louisiana Tuscaloosa, Alabama Ruston, Louisiana
Downloaded by [Linnaeus University] at 16:17 17 October 2014

ABSTRACT. Management research-

ers have linked organizational citizen-
ship behavior (OCB) to individual suc-
A primary goal of business school
educators is to prepare students
for successful careers in industry. Ideal-
cess in organizational settings.
Unfortunately, the OCB concept has
largely been ignored in business edu-
sakoff, & Fetter, 1991, 1993; Park &
Sims, 1989). In addition, engaging in
OCB has been found to become more
ly, this preparation would manifest itself cation. In this study, some undergradu- important as employees advance to
in our graduates’ securing well-placed ate students indicated that they did higher levels of organizational responsi-
practice OCB, but a considerable num-
positions and demonstrating superior ber did not. Our study found a signifi- bility and stature (MacKenzie, Pod-
performance, accelerated career cant positive relationship between sakoff, & Paine, 1999). This under-
advancement, and success on other OCB and two measures of academic scores how important it is for business
measures of achievement in industry. performance. These findings suggest a educators to gain an understanding of
Recent research in management and need for business educators to (a) OCB and the critical role it may play in
encourage students who do not engage
marketing has identified key skills and in these critical behaviors to do so and the career success of their students.
behaviors linked to such success but that (b) hone the OCB skills of students Despite the importance of OCB to
have largely been ignored in business currently practicing them. We discuss business students’ tenure and advance-
education curricula. These skills are implications for business educators, ment, as well as other facets of their
known collectively as organizational and offer suggestions for introducing future organizational success, the
OCB into the classroom.
citizenship behavior. degree to which students engage in
Organizational citizenship behavior these behaviors has yet to be directly
(hereinafter, OCB) has been an impor- investigated within an academic setting.
tant topic of inquiry in business research Early OCB research concentrated on A number of questions therefore arise
for over 2 decades. OCB refers to determining tie antecedents of OCB, with regard to OCB. First, to what
employees’ extra-role behavior, that is, whereas attempts to determine its con- extent, if any, do students engage in
behavior that is voluntary and extends sequences have been more recent. These organizational citizenship behavior?
beyond normal role expectations. In- consequences hold important implica- Given its demonstrable benefits in the
role behavior, in comparison, is required tions for business students . on the future career success of business stu-
and thus expected as part of an individ- threshold of entering the business dents, it would behoove business facul-
ual’s job, duties, or responsibilities. world. Indeed, studies have shown that ty to inform students of its importance
OCB is formally defined as OCB enactment has a strong positive and instruct them in its application. To
[blehaviors above and beyond those for- impact on a variety of individual work the extent that some students do, in fact,
mally prescribed by an organizational outcomes (Podsakoff, MacKenzie, exhibit this behavior, they should be
role, are discretionary in nature, are not Paine, & Bachrach, 2000). Among these encouraged by educators to refine and
directly or explicitly rewarded within the are positive performance evaluations further develop their skills.
context of the organization’s formal and the attainment of organizational Given that OCB has been shown to
reward structure, and are important for
the effective and successful functioning rewards such as pay raises and promo- affect performance in business settings,
of an organization. (Netemeyer, Boles, tions (Allen & Rush, 1998; Podsakoff & our second question is, Does OCB have
McKee, & McMurrian, 1997, p. 86) MacKenzie, 1994; MacKenzie, Pod- a similar impact on students’ academic

282 Journal of Education for Business

 performance? To the degree that it does, Organizational Citizenship Altruism is defined as undertaking
students would be more receptive to Behavior “voluntary actions that help another per-
learning OCB skills and would have a son with a work-related problem” (Pod-
considerable self-serving incentive to According to Organ (1 990), the orga- sakoff & MacKenzie, 1994, p. 351). It
practice them prior to entering the work nizational citizenship behavior con- refers to taking time out of one’s own
force. Assessing the possible link struct comprises five key dimensions: schedule to give assistance to someone
between OCB and academic perfor- altruism, civic virtue, conscientious- who needs it. Altruism among students
mance also should be of great interest to ness, courtesy, and sportsmanship. may come in the form of helping a fel-
business educators, as it might identify Some researchers have proposed varia- low student run a software application,
a means to enhance students’ current tions of this framework, but these five format a term paper, study for a test, or
academic performance and their future are the most commonly cited dimen- complete a homework assignment.
business success simultaneously. In this sions in the business literature (Organ & Civic virtue characterizes a person
study, we attempted to answer, at least Ryan, 1995). In Table 1, we provide a who “participates in and is concerned
in part, these two research questions. summary of this discussion. about the life of the company” (Pod-

TABLE 1. Key Dimensions of Organizational Citizenship Behavior

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Dimension Description Business setting examples Academic setting examples

Altruism Voluntary actions that help a fel- Help fellow employees use equip- Help fellow students with their
low employee with work-related ment, complete work assignments, school work (e.g.. complete an
problems. prepare for presentations, under- assignment, prepare for an exami-
stand a computer software pro- nation, write a paper, run a comput-
gram, or locate information. er program).

Civic virtue Voluntary participation in, and Participate in organizational policy Volunteer to help organize or par-
support of, organizational func- making and larger firm issues; ticipate in school activities such as
tions of both a professional and attend optional meetings, forums, student government, campus social
social nature; in general, looking training sessions, etc.; monitor events, athletic team pep rallies,
out for the organization’s best firm threats and opportunities; speakers series, philanthropic activ-
interests. attend company-sponsored social ities (e.g., food drives), and school
events (e.g., company picnics); and club duties.
assist with firm-supported philan-
thropic activities.

Conscientiousness A pattern of going well beyond Arrive at work early and leave Attend class on time; turn assign-
minimally required role and task late; avoid prolonged or unneces- ments in early; participate in class
requirements. sary breaks; be punctual for meet- discussion and activities with
ings and appointments; complete enthusiasm; and volunteer to do
assignments before they are due; more work than is required, encour-
conserve company resources; aging other students to do the same.
make constructive suggestions;
assume added responsibilities to
help firm performance.

Courtesy The discretionary enactment of Notify employer if one is going to Inform instructors when unable to
thoughtful and considerate behav- be late or absent from work; notify attend a class; inform team mem-
iors that prevent work-related co-workers in advance of commit- bers when unable to attend meet-
problems for others. ting to actions that will affect them; ings; obtain feedback from team
inform fellow employees of delays members before making changes to
in work progress; or inform fellow team projects; or refrain from
workers of possible roadblocks in actions that would be disruptive to
the completion of a project. others during lectures.

Sportsmanship A willingness to tolerate the Refrain from complaining about Refrain from complaining about
inevitable inconveniences and having to work overtime to com- instructor’s delays in grading an
impositions that result in an orga- plete a project; having a deadline assignment; classroom equipment
nization without complaining, and moved up; annoying, but not malfunctions; or when class mem-
doing so with a positive attitude. harmful, work conditions (e.g., bers do not contribute equally to
uncomfortable temperature); or team projects.
having one’s ideas and suggestions
rejected.

May/June 2001 283

 sakoff & MacKenzie, 1994, p. 351). gestions are rejected or when they are Kiker & Motowidlo, 1999; Park &
This ardent commitment to the organi- made to endure minor inconveniences Sims, 1989), recommendations for pro-
zation includes attending meetings or imposed by others. A student who motion (Park & Sims, 1989), and
functions that are optional or voluntary engages in high levels of sportsmanship employee performance evaluations
in nature, seeking ways to improve the might refrain from the temptation to (Allen & Rush, 1998; Park & Sims,
way the company operates, or monitor- state a grievance regarding a professor’s 1989; Werner, 1994).
ing the firm’s environment for opportu- delay in grading an assignment, or to Close to two hundred studies done
nities or threats. A student may show complain about fellow students who do between 1983 and 1999 examined citi-
civic virtue by supporting university- not fully contribute to team projects. zenship behaviors (Podsakoff et al.,
related functions or participating in 2000). In an extensive review of this lit-
and/or helping to organize extracurricu- OCB Research Findings erature, Podsakoff et al. emphasized the
lar activities. practical importance of the findings
Conscientiousness refers to placing The effect of OCB on performance linking OCB to both subjective and
priority on “attendance, use of work has been assessed both at the organiza- objective measures of individual perfor-
time, and adherence to various rules. . . tion and the individual levels of analy- mance. They noted the unambiguous
that far surpasses any enforceable mini- sis. Its impact on organization-level per- implications of organizational citizen-
mum standards” (Organ, 1990, p. 47). A formance has gained increasing ship behavior’s “positive impact on sev-
conscientious person voluntarily takes attention in recent years (Podsakoff, eral important personnel decisions” (p.
on extra responsibilities, is punctual, Ahearne, & MacKenzie, 1997; Pod- 543). Moreover, when comparing the
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places importance on detail and quality sakoff & MacKenzie, 1994; Walz & extra-role nature of OCB to the in-role
of tasks, and generally goes “above and Niehoff, 1996). Although only a few tasks expected of employees, the
beyond” the call of duty. Conscientious studies have examined this link, the authors also stated that
students can be expected to attend class results to date show that organizational [tlhe weight of this evidence suggests that
regularly and punctually, work on citizenship behavior is positively related the effect of this form of performance
assignments as soon as they are given, to both the quality and quantity of orga- [i.e.,OCB] is at least as great as the effect
and be willing to take on additional nizational performance (Podsakoff et of in-role performance. (p. 543)
class work to enhance class learning. al., 2000). These bottom-line results Thus, as surprising as this assertion
Courtesy involves engaging in suggest that OCB will continue to be of might appear, the performance of orga-
“actions that help prevent work-related considerable interest in the future to nizational citizenship behavior by
problems with others from occurring” managers and researchers alike. employees has an influence on their per-
(Podsakoff & MacKenzie, 1994, p. The impact of OCB on individual- formance ratings that is equivalent to, if
35 1), performing thoughtful or consid- level performance outcomes has been not greater than, the enactment of their
erate gestures toward others, or “check- investigated across a number of sample required, job-related duties. It is thus
ing, or ‘touching base’ with people types. In particular, OCB has been clear that OCB has distinct and impor-
before taking action that would affect shown empirically to have a positive tant implications for business students
their work” (Organ, 1990, p. 47). Cour- impact on the subjective evaluations of in their impending professional careers.
teous acts can include communicating management trainees (Allen & Rush,
frequently with coworkers so they are 1998), military personnel (Borman,
Method
not caught by surprise when events fail White, & Dorsey, 1995; Van Scotter &
to unfold the way they expected. Stu- Motowidlo, 1996), and blue-collar Our sample consisted of 222 under-
dents may display courtesy by notifying workers (Lowery & Krilowicz, 1994). graduate students enrolled in business
the instructor or fellow students when OCB also has been found to have a pos- courses in a state-funded university with
they will not be able to attend a particu- itive influence on the performance eval- an enrollment of 10,000, in the south-
lar lecture, study session, or team meet- uations of sales personnel (MacKenzie eastern United States. Data were collect-
ing; or by informing team members et al., 1991, 1993; MacKenzie et al., ed through a written questionnaire dis-
before making drastic changes to por- 1999; Podsakoff & MacKenzie, 1994). tributed to eight class sections across
tions of a team assignment for which Of note is the fact that this impact is five business courses (Principles of Mar-
they are responsible. greater for sales personnel at higher keting, Principles of Finance, Personal
Sportsmanship involves a “willing- organizational levels (e.g., sales manag- Selling, International Management, and
ness to tolerate the inevitable inconve- er) than for lower level positions Business Strategy). Student respondents
niences and impositions of work without (MacKenzie et al., 1999). Similar find- were informed of the voluntary nature of
complaining” (Organ 1990, p. 96). This ings have resulted from experimental their participation in the project and
involves not making issues out of mat- studies using subjects ranging from were assured of anonymity. All 222 of
ters that, while bothersome or irritating, working professionals and managers to the distributed questionnaires were
are of little consequence in the broader university administrators. In these stud- returned, of which 2 1 1 were determined
scheme of things. Good sports maintain ies, OCB has been shown to have a pos- to be usable for purposes of this study
a positive mindset and abstain from itive impact on reward and salary rec- (i.e., completed in full). This produced a
exhibiting bad feelings when their sug- ommendations (Allen & Rush, 1998; usable response rate of 95.0%.

284 Journal of Education for Business

 As the data in Table 2 show, the ences should endeavor to control for the Findings
majority of the student sample was male effects of such bias in their empirical
(56.6%) with a median age of 21. The endeavors (Fisher, 1993, 2000; Mick, The results confirm that students do
sample was composed almost wholly of 1996). The 33-item, true-false SDB indeed engage in OCB. As the data in
seniors (60%) and juniors (37%). A questionnaire developed by Crowne & Table 3 show, the use of OCB among
broad spectrum of business majors was Marlowe (1960) was used to assess and students was relatively high, with the
represented, ranging from computer control for social desirability. mean and median of the global OCB
information systems (26.7%) to busi- ~~

ness administration (4.9%). The average

cumulative GPA for the participants was TABLE 2. Profile of Study Participants
2.96, and their average GPA for the pre-
vious term was 3.02. The average time Variable Mean Frequency %
per week devoted to studying during the
previous term was 8.7 hours. Gender -
We assessed organizational citizen- Female 89 43.4
ship behavior and its five dimensions Male 116 56.6
Age 22.3
through 17 items taken from scales < 20 10 4.9
developed by Podsakoff & MacKenzie 20 45 22.0
(1994) and MacKenzie et al. (1993). 21 73 35.6
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The scales have been found to have suf- 22 27 13.2

ficient levels of reliability and validity 23 21 10.2
(MacKenzie et al., 1991, 1993; > 23 29 14.1
Major
MacKenzie et al., 1999; Podsakoff & Accounting 12 5.9
MacKenzie, 1994). We modified the Business administration 10 4.9
wording of the items slightly to accom- Computer information systems 55 26.7
modate the context of the students’ aca- Finance 21 10.2
demic work environment. Each dimen- Management 36 17.6
sion of OCB was scored by obtaining Marketing 27 13.2
Other 44 21.5
the average rating of its component Academic rank
items. We then obtained a global mea- Freshman - -
sure of OCB by averaging the scores on Sophomore 6 2.9
each of the five subscales. Junior 76 37.1
Two measures of student perfor- Senior 123 60.0
mance were assessed, productivity and Cumulative GPA (4-point scale) 2.96
< 2.5 33 15.6
GPA. Productivity was calculated as the 2.5-2.99 76 36.0
product of a student’s course load 3.0-3.49 67 31.8
(measured in credit hours) and term > 3.5 35 16.6
GPA for the previous academic term. Previous term GPA (4-point scale) 02
This measure of productivity was < 2.5 33 15.6
adopted as an estimate of performance 2.5-2.99 47 22.5
3.0-3.49 63 29.7
that would incorporate both quantity > 3.5 68 31.8
and quality characteristics of standard
measures of organizational perfor-
mance. GPA was measured through a
single question: “On a 4.0 scale, what is TABLE 3. Descriptive Statistics of Study Variables
your cumulative GPA?’ In Table 3, we
provide the means and standard devia- 1st 4th
tions of these variables. Standard quartile quartile
In addition, respondents’ levels of Variable Median Mean deviation mean mean
social desirability were measured in this
study to control for the effect of social- OCB 4.80 4.82 .7 t 3.92 5.69
desirability response bias (SDB). Altruism 5.50 5.18 1.17 3.36 6.28
Social-desirability response bias is the Courtesy 6.00 5.62 .93 4.08 6.71
consequence of many research subjects’ Civic virtue 4.33 4.17 1.44 2.15 5.96
Sportsmanship 5.00 4.81 1.35 2.94 6.69
propensity to respond to scale items in a Conscientiousness 4.67 4.66 1.07 3.18 6.25
manner that they believe will portray Productivity 30.00 30.91 11.24 - -
them in a favorable light (Paulhus, Grade point average 2.90 2.96 .54 - -
1991). Researchers in the social sci- I

May/Junr 2001 285

 measure exceeding the scale midpoint showed a significant association with tain dimensions appear to be more
of 4 on the 7-point scale. Similarly, the the productivity measure. Meanwhile, directly responsible for this relationship
means and medians of the five dimen- sportsmanship (p = .16 1, p = .028) and than others. These results are consistent
sions of OCB also exceeded the mid- conscientiousness (p = .290, p = .OOO) with previous findings in organizational
point. These figures suggest that a were also found to be significantly and OCB research (Podsakoff et al., 2000).
majority of the students engaged in at positively related to GPA, the second
least moderately high levels of OCB. Of measure of student performance. Thus, Discussion
notable significance, though, is the fact though OCB as a whole has indeed been
that at least 25% of the students (i.e., the shown to be significantly and positively As discussed previously, research
top quartile of respondents for each related to academic performance, cer- spanning 2 decades has accumulated
OCB category) engaged in extremely
high levels of OCB (a mean of 5.69 for
the global OCB measure and 6 or high- TABLE 4. OCB Regression Results: Student Productivity and Cumulative
er for the individual dimensions of Grade Point Average
OCB). Evidently, a sizable number of
the students regularly practiced OCB Student Cumulative grade
skills in an academic setting. However, productivity point average
as the 1st quartile mean results also Beta P Beta P
indicate, a significant percentage of the Variable coefficient' value coefficienta value
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students engaged in relatively low levels

of organizational citizenship behavior. Step I-Control variable (AR2) (.024*) (.008)
Social desirability -. 156 .023 -.092 .I83

Testing OCB-Performance Step 2-Main effect (AR2) (.042***) (.039**)

Linkages in an Academic Setting Social desirability -.24 I ,001 -. 166 .023
Organizational citizenship behavior .242 .oo1 .210 .004
Next, we assessed the association
Total R2 (adjusted R2) .076 (.067) .047 (.038)
between OCB and academic perfor-
Full model F value 8.52*** 5.13**
mance. Multiple hierarchical regression
analysis was used to make this assess- %Standardized coefficient provided.
ment. Two regression analyses were * p < .05.
run, with student productivity and GPA **p < .01.
***p < ,001.
respectively serving as the dependent
variables. We present the regression
results in Table 4.
First, social-desirability response bias TABLE 5. Dimensions of OCB Regression Results: Student Productivity
(SDB) was entered as a control variable and Cumulative Grade Point Average
in Step 1. Next, in Step 2, the main
effect of OCB was entered into the Student Cumulative grade
model. The results show that organiza- productivity point average
tional citizenship behavior was associat- Beta P Beta P
ed significantly and positively with both Variable coefficient' value coefficienta value
student productivity (p = .242,p = .001)
and GPA (p = ,210, p = ,004). Thus, as Step I-Control variable (M2) (.024*) (.008)
in the results for the workplace, OCB Social desirability -.I56 .024 -.092 .I85
and performance were found to be relat-
Step 2-Main effect (AR2) (.109***) (.099**)
ed in an academic setting as well. Social desirability -.292 ,000 -.228 ,003
Next, to examine the OCB-perfor- Sportsmanship .192 .008 ,161 .028
mance link more closely, we disaggre- Altruism -.044 ,564 7002 ,980
gated the OCB construct into its five Conscientiousness ,252 .001 ,290 .om
dimensions and analyzed them in a Civic virtue .165 .020 .093 ,192
Courtesy -.065 ,397 -. 106 .I73
manner similar to that just discussed.
We present the results in Table 5. Total R2 (Adjusted R2) ,133 (.107) .I07 (.080)
After SDB was entered in Step 1 of Full model F value 5.15*** 4.019**
the regression analysis, the five dimen-
sions of OCB were entered in Step 2. "Standardized coefficient provided.
* p < .05.
Sportsmanship (p = .192, p = .008), **p < .01.
conscientiousness (p = .252, p = .001), ***p < ,001.
and civic virtue (p = .165, p = .020) all

286 Journal of Education for Business

 considerable evidence that OCB plays a well for their future success. However, should motivate faculty and students
substantial role in the career success of the low OCB scores among the bottom alike to pursue OCB for its short-term,
organization members. The present quartile in our study demonstrate a academic benefits as well as for its more
study adds to this research stream by substantial unmet need for OCB train- long-term career impact. The data show
demonstrating that OCB plays an ing. To the extent that these results a 17% difference in productivity
important role in students’ academic generalize to the student population, between the first and the fourth quartiles
success as well. These findings should they suggest the need for business edu- of OCB level. Hypothetically, this dif-
encourage business educators to famil- cators to overcome this critical skill ference could convey a significant
iarize themselves with OCB, introduce deficit while simultaneously honing advantage-such as a letter grade dif-
their students to the benefits of engag- the skills of those students currently ference on an exam-to those students
ing in it, and encourage them to do so. practicing OCB. who engage in OCB. In addition, all five
A comparison between the mean Our study also shows that an associa- of the OCB dimensions showed signifi-
scores reported in this study and those tion between student OCB and perfor- cantly higher levels of productivity in
reported by MacKenzie et al. (1999) mance exists in an academic setting in a the fourth quartile as compared with the
shows that business students can be manner similar to that observed in a first quartile. With respect to cumulative
quite adept at OCB, and that bodes business environment. Such a finding GPA, significant-though not as dra-

TABLE 6. Recommended OCB Scale for Student Teams

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OCB dimension Self-report Peer review

~~ ~

Altruism 1. I willingly give of my time to help other students 1. Willingly gives of hidor time to help other team
who have school-related problems. members who have team-related problems.
2. I am willing to take time out of my own busy 2. Is willing to take time out of hisher own busy
schedule to help students with their schoolwork. schedule to help team members with their work.

Courtesy 3. I “touch base” with other students before initiating 3. “Touches base” with other team members before
actions that might affect them (e.g., in team projects). initiating actions that might affect them.
4. I take steps to try to prevent problems with other 4. Takes steps to try to prevent problems with other
students in my classes. team members.

Civic virtue 5. I attend special classes or other meetings that stu- 5. Attends special meetings or get-togethers that team
dents are encouraged but not required to attend. members are encouraged but not required to attend.
6. I attend and actively participate in school meetings. 6. Attends and actively participates in all team meetings.
Sportsmanship 7. I always find fault with what the schoolheam is 7. Always finds fault with what the team is doing.
doing. 8. Always focuses on what is wrong with hisker
8 I always focus on what is wrong with my situation situation rather than the positive side of it.
rather than the positive side of it.

Conscientiousness 9. I turn in homework, projects, reports, etc. earlier 9. Turns in team-related work earlier than is
than is required. required.
10. I return phone calls from students/faculty and 10. Returns phone calls from team members and
respond to other messages and requests for infor- responds to other messages and requests for infor-
mation promptly. mation promptly.

Scoring: Have students rate each item on a scale of 1-7 (see the example below). Sum all items except for Sportsmanship, which is reverse-
scored. Sum sportsmanship separately and subtract the result from the first sum (this value can range from -6 to +54).Then subtract 24
from this result. Using this method, the minimum OCB score will be -30 and the maximum score will be +30.

Sample scale item:

Neither
Strongly Somewhat agree nor Somewhat Strongly
disagree DisaPree disagree disagree agree Agree agree
I willingly give of my time to help other
students who have school-related problems. 1 2 3 4 5 6 7

Suggested administration:Administer the selj-report survey as part of the initial formation of student teams, making it clear that the same
criteria will be used for peer evaluations. Then administer the peer review survey at the midpoint and conclusion of the team project.
 matic-differences also were found in impact on academic performance. become teams. Journal of Education for Busi-
ness, 75(5), 277-282.
percentage terms. Thus, both business educators and their Mick, D. G. (1996). Are studies of dark-side vari-
Just as business educators may direct students should be made aware of these ables confounded by socially desirable
and encourage students to practice good influences. Business educators should responding? Journal of Consumer Research,
September, 106-1 19.
study habits, apply efficient time-man- foster the use of these critical behaviors Netemeyer, R. G., Boles, I. S., McKee, D. 0..&
agement skills, or engage in outside by students to enhance their future McMurrian, R. (1997). An investigation into
reading with the objective of increasing business success. the antecedents of organizational citizenship
behaviors in a personal selling context. Journal
their academic success, so too can they of Marketing, July, 85-98.
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endorse and support OCB in the educa- Organ, D. W. (1990). The motivational basis of
tional environment to achieve the same Allen, T. D., & Rush, M. C. (1998). The effects of organizational citizenship behavior. In B. M.
organizational citizenship behavior on perfor- Staw & L. L. Cummings (Eds.), Research in
objective. There are several possible mance judgments: A field study and a laborato- organizational behavior (Vol. 12. pp. 43-72).
ways to accomplish this, including (a) ry experiment. Journal of Applied Psychology, Greenwich, C T JAI Press.
incorporating an OCB component into 83(2), 247-260. Organ, D. W., & Ryan, K.(1995). A meta-analyt-
Borman, W. C., White, L. A,, & Dorsey, D. W. ic review of attitudinal and dispositional predic-
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