Academic journal article IUP Journal of Organizational Behavior

Impact of Parental Authority on Work Attitudes: An Investigation

Academic journal article IUP Journal of Organizational Behavior

Impact of Parental Authority on Work Attitudes: An Investigation

Article excerpt

The impact of parental influence on child's personality traits is well studied in numerous researches, but whether the impact continues to affect our attitudes during adulthood has hardly been studied. The present study aims at identifying the impact on the attitudes of employees in a bank. Correlation analysis of impact of parental authority prototype on various work attitudes was carried out on the basis of data collected through self-administered questionnaire. The findings of the study suggested that job satisfaction, organizational citizenship behavior, organizational retaliatory behavior, cognitive appraisal of pay and job, intrinsic motivation and job involvement in employee significantly varied in employees from different parental backgrounds, irrespective of their department and hierarchical position. Association of these job attitudes in response to certain organizational stimuli also reveals a significant variety. The study culminates with a couple of research problems.


Individuals begin to learn modes of thinking, feeling and performance from early socialization or conditioning process (Kanungo, 1994). Later on, family and educational institutions shape the value system of each individual person (Hamilton, 1983; pp. 79-88). These values, along with life-experiences and future expectations from life, form perceptions about events and environment (cfRobbins et ai, 2009, p. 158). Numerous researches on child rearing practices (Baumrind, 1967; 1971; and 1991; Roe, 1968; and Medvene, 1973) have established that parental behavior experienced by an individual during childhood bears a significant impact on the development of attitudes. The control exercised by parents though differs in application on the child and affects the child's emotional development and socialization process (Baumrind, 1991; and Barber, 1996). This difference in control results in educational and vocational variations in adolescents and adults (Medvene, 1973; and Oliver, 1975).

Katz (1960) indicated the difference in employees' expectations by stating that system rewards are effective in differential productivity of organizations as a whole, but they are ineffective in maximizing the potential contributions of a majority of individuals within the organization. The theory of reasoned action assumes that certain regularities of individual's feelings, thoughts and predispositions to act toward an aspect of his environment influence intentions and the later determine the person's behavior (Second and Backman, 1969; and Ajzen and Fishbein, 1980). Some of the common cues for motivating behavior at work in all types of members are compensation, autonomy and interpersonal interactions. The work byway of these cues influences employee's attitudes (Francis and Milbourn, 1980, p. 176). But each individual employee is distinct by his or her abilities, aptitudes, needs and productivity. They expect stimulants commensurate with their contribution and needs, whereas an individual reward system based on the quality and quantity of individual contribution is very difficult to apply in large organizations. Socialization process and appropriate job for individual employee may resolve the problem, but which type of job is appropriate for whom is another issue to decide upon.

Breckler (1984) and Crities et al. (1994) have identified cognitive, affective and behavioral components of attitudes. Cognitive component is the description or belief and information that the individual has about an object. Affective component is emotional feeling. In other words, this is positive, neutral, or negative response to an object, for example, anger, satisfaction, or similar expressions. Behavioral component, however, is the intention to behave in a certain way toward an object.

The definition of attitude suggests that a person may have thousands of attitudes depending on the confronted objects and their respective impact on cognitive, affective, and behavioral components. …

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