citizenship behaviors and citizenship fatigue
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
citizenship behaviors and citizenship fatigue
Running head: DISCUSSION
2
DISCUSSION
Discussion
Student`s Name
Instructor
Institutional Affiliation
Course
Date
Q1. How do the authors define “citizenship behaviors” and “citizenship fatigue”? (2 points)
Citizenship behavior has been defined as the critical task of successful managers in an organization, which is motivating the employees so that they can engage themselves in some extra-role behaviors.
Citizenship fatigue, on the other hand, has been defined as the pressure that the employees feel it’s being applied to them so that they can participate in the citizenship hence start feeling that they are being allowed to act out by appealing in some unexpected behaviors (Bolino, 2017).
Q2. What are the three methods mentioned in the article that managers can use to motivate employees to find better ways of demonstrating citizenship behaviors? (3 points)
The managers should let the employees know the kind of citizenship behaviors that they think are fit for their workgroup.
The managers should enhance the well-being of the employees as well as workgroup productivity.
The managers should ensure that the employees are internally driven so that they can go extra miles.
Q3. What are three ways in which citizenship crafting may benefit employees and managers alike? (3 points)
When a job contains tasks that are in line with the intrinsic motivation of the employees and that there are no tasks that will make the employees think of being forced to work, then job performance tend to be elevated and in such, the citizenship crafting ought to result to higher excellence as well as much impactful act of citizenship.
By both the managers and the employees realize that not all the good citizens look the same, and the managers allowing the employees modify their citizenship so that it can fit their sole talents and interests, the managers can as well enhance workgroup productivity and employees` well-being.
The citizenship crafting should decrease the need of the managers in relying on the extrinsic sticks as well as the carrots to inspire the employees to go the further mile (Bolino, 2017).
Q4. What are some examples of citizenship behaviors that you have displayed in the workplace or school? (2 points)
Having been given a chance to tailor our citizenship at the workplace, I have pursued my unique interests and talents that have boosted my productivity at the workplace.
I do not feel like I am being forced to work anymore since the tasks that I perform are in line with my motives; hence has boosted my performance.
References
Bolino, M. C., & Klotz, A. C. (2017). How to motivate employees to go beyond their job. Harvard Business Review, 1-5.
Reference
Bolino, M. C., & Klotz, A. C. (2017). How to Motivate Employees to Go Beyond Their Jobs. Harvard Business Review Digital Articles, 2–4.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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