Dra. Hebles-Ortiz, Melany

Purpose: While companies have increasingly encouraged employees to adopt a customer orientation, less attention has been given to the impact that customer orientation has on employees' job outcomes and performance. Previous research has used job demands-resource theory (JD-R) and proposed several mechanisms through which customer orientation influences performance, yet the intervening variables in the process have shown inconsistent results. The purpose of this paper is to investigate the contextual role of organizational justice on the relationship between customer orientation and performance through work engagement. In this way, offering more understanding of the contingent effects that intervene in the customer orientation–performance relationship. Design/methodology/approach: Using a structural equation model (SEM) in a sample of 249 marketing, sales and management managers in Chilean companies, this paper tested different hypotheses concerning the role of work engagement, organizational justice and customer orientation in relation to perceived performance. Findings: This study informs that organizational justice (procedural and distributive justice) moderates the relationship between customer orientation and performance through work engagement. Precisely, the findings reveal that at lower values of organizational justice, changes in customer orientation negatively influence work engagement and in turn performance. Originality/value: The results contribute to strengthening customer orientation theory by integrating a contextual variable often omitted: organizational justice. By exploring the moderation effect of organizational justice on customer orientation, this paper reveals contingent effects of employees' perceived fairness on the organization in the relationship between customer orientation and performance through work engagement. The findings encourage managers to look after employees' perceived organizational justice when they implement customer-oriented approaches, in particular, of those employees who work in the frontline sales and service positions. © 2020, Emerald Publishing Limited.

En esta investigación caracterizamos las variables asociadas con la efectividad de los equipos de trabajo de una muestra de estudiantes universitarios chilenos. Como estrategia metodológica se utilizó un estudio cualitativo basado en el análisis de las variables asociadas al modelo de rendimiento “entrada-proceso-salida” en contextos del desarrollo de nuevos productos, para el cual se entrevistaron a equipos de estudiantes. Los resultados del análisis indican que aspectos tales como la composición del equipo, el liderazgo especialmente compartido, la claridad de objetivos, entre otros, afectan la eficacia y la eficiencia del trabajo en equipo como también los aprendizajes obtenidos tanto a nivel individual como en equipo.

This article is oriented to the analysis of organizational and emotional variables in amateur sporting organizations. The general objective is to analyze the influence of organizational variables such as service quality, transactional leadership, and transformational leadership and emotional variables such as affective commitment, emotional attachment investment, and emotional attachment dividend to predict the credibility that members of amateur sporting organizations perceive, as well as their degree of identification and loyalty. The opinions of 203 members of Chilean amateur football teams [169 men and 34 women, with ages between 18 and 68 years (mean = 32.75 years, DT = 9.92)] have been analyzed through a self-completed questionnaire. To reach the objectives, two types of differential but complementary analyses, in the form of hierarchical regression models (from hereon, HRMs) and qualitative comparative analysis (from hereon, QCA), were performed. The results obtained suggest that the organizational variables are better predictors than the emotional variables in all of the cases. In the same way, the inclusion of the emotional variables improves the predictive capacity of the proposed models to explain identification and loyalty, but not in the case of credibility. In general, the variables considered seem to explain 37% of the credibility, 56% of loyalty, and 65% of identification. On the other hand, considering the results of the QCA, no variable turned out to be necessary. However, different combinations of variables (conditions) were observed that were able to explain between 47 and 91% of the cases of the variables analyzed. In general, based on these results, it was observed that the emotional variables were important in interaction with other organizational ones since they are present in the three combinations that most explain identification and loyalty and are also present in the three combinations that most explain credibility. This study contributes to the literature by supporting the importance of managing emotions in order for sporting organizations to be more successful.

Purpose – The purpose of this paper is to analyze the impact of a classroom application of the cooperative learning (CL) methodology on nine dimensions of business students’ teamwork competence (TC). Design/methodology/approach – The authorsused a quasi-experimental pre-post design with a previous cohortas control group (first-year students from the year prior to treatment application), applying treatment to a sample of 228 first-year students in a School of Economics and Business at a Chilean University (114 as treatment and 114 as control). Findings – Theauthors’ resultsshow thatCL had a positive, significant influence on five dimensions of TC: collective efficacy, planning, goal setting, problem solving and conflict management. Research limitations/implications – This paper upholds the importance and effectiveness of CL in developing TC. However, the evidence suggests that the effectiveness of the CL methodology was limited to developmentandimprovementof lesscomplexdimensionsofTC.Morecomplexdimensionsrequirealonger period of time to be developed. Practical implications – This research is an important contribution to the design and implementation of appropriate methodologies for developing a widely needed area of competence in the workplace, considering its multidimensional nature, whether in academia or business. Originality/value – This is the first study to seek empirical evidence that would link the CL methodology with TC. In addition, it fills a gap in the literature on the development of TC in its multiple dimensions. It particularly addresses the training of business professionals.

El objetivo de esta investigación ha sido diseñar y validar un instrumento para evaluar la práctica evaluadora en la enseñanza universitaria desde un enfoque de Evaluación Orientada al Aprendizaje, caracterizado por incorporar las actividades de evaluación como actividades de aprendizaje, implicar a los estudiantes en el proceso y ofrecer retroalimentación con información precisa para orientar cambios hacia la mejora del aprendizaje. Para ello se elaboró la Escala sobre la Evaluación de los Aprendizajes (EEA) y se aplicó a una muestra de 1205 estudiantes de una Universidad Chilena. A partir de los datos recogidos se evaluaron las propiedades psicométricas de la escala propuesta así como su capacidad para reflejar los conceptos teóricos y constructos utilizados. Para el análisis estadístico se empleó el método de mínimos cuadrados parciales (PLS, partial least squares) en un modelo de ecuaciones estructurales (SEM, structural equation modeling). Los resultados indican que la escala es válida y fiable para medir el proceso de evaluación de los aprendizajes. Se han corroborado la fiabilidad de los ítems y de las dimensiones, y su validez discriminante y convergente. En consecuencia, los resultados de la investigación permiten confirmar el modelo teórico de nueve dimensiones de la Evaluación Orientada al Aprendizaje: coherencia entre objetivos de aprendizaje y evaluación, cobertura, utilización de los resultados, planificación, contenidos, sistematización, agentes, retroalimentación y momentos.