Employee social cognition and performance evaluation process reactions

Abstract

Purpose – The paper uses social cognitive theory to explore reactions to performance evaluation processes as situated cognitions by examining the relationship between key elements of employees’ schemas about an organizational environment, preparation for evaluation, and these reactions. The paper aims to discuss these issues. Design/methodology/approach – Survey of 260 employees of eight organizations in a Midwestern US city. Findings – Job resource adequacy, communication adequacy, coworker relationships, and preparation time are significantly and positively associated with employee reactions to performance evaluation processes. Preparation time moderates the association between organizational context and employee reactions. Research limitations/implications – A social cognitive perspective on performance evaluation broadens the scope of extant research. This study is limited by cross-sectional design but opens the door to future experimental and longitudinal research. Practical implications – Performance evaluation processes are situated in an organizational context. Organizational interventions to improve perceptions of this key process could focus on better communication and encouraging preparation, especially if job resources are less adequate. Originality/value – This research contributes to the performance evaluation literature by applying social cognitive theory to performance evaluation reactions as situated cognitions, calling attention to the broader organizational context in which these processes occur.