6-1 Final Project Milestone Three

For this assignment, you are not writing a research paper. You are writing a literature review.

Prompt: This assignment is another building block for the final project. In Module Six, you will submit an initial draft of your introduction and literature review. Your submission should include all of the critical elements noted in the rubric. Keep in mind the differences between research papers and literature reviews. For this assignment, you are not writing a research paper. You are writing a literature review. Research papers take a topic and describe all aspects of that topic. They use current articles and books to support the statements in the paper. A literature review is literally a review of current articles designed to support the topic. For example, if you wanted to investigate color preference among adult men and women, you would first need to review the current studies that are out there on the topic. Your paper would begin with an introduction, an explanation of the topic. You would find peer-reviewed journal articles, like the six in your annotated bibliography. You would summarize each article including what the researcher found, a brief description of the research design, the advantages and disadvantages of the design used, and how it compares to other articles in the literature review. This is essentially your annotations in your annotated bibliography. You will want to add more information to each annotation, but they are a great start. Then, you describe the gaps or pieces that are missing in the research (if any), ethical considerations (if any), and validity issues (if any). Each article becomes its own paragraph or two (or three) and then leads into the next article. Once you have described each of the articles in the literature review individually, you would collectively include a discussion of any gaps in the current body of research. This is where your research comes in. You are going to be investigating an area with a gap. So by discussing the gaps, you lead on to your research question and finally to your hypothesis and the key variable of the study that is being proposed. Now you have a literature review that contains an introduction to the topic, a review of each current article, a discussion of where there are gaps in the current literature, your research question and how that fits into the gaps, and a concluding hypothesis. Your literature review becomes the beginning of your research report. Guidelines for Submission: Your paper must be submitted as a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. This paper should be a minimum of 4 pages in length (not including cover page and references), must follow APA format, and it should cite at least six peer-reviewed sources

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Behave! You’re at Work!

A Study of the Differences in Behavior in the Workplace and Other Social Situations

PSY 510 Literature Review

Southern New Hampshire University

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Behave! You’re at Work!

The study of psychology revolves a round behavior and thought processes. In their

experiments, researchers s et out to test the questions of how and what in an effort to understand

why a person behaves in a certain manner. Attitudes a nd predispositions may cause someone to

act in a certain way toward another. Social situations may also play a role in behavior,

specifically in the workplace. When on the clock, do people behave differently than they do at a

bar or at home? For example, a driver may become upset while behind the wheel and yell

profanities a t another driver (I admit I have been guilty of this myself). However, would that

same driver say the same things t o a customer that upsets them at his/her job? The answer here is

most likely “no,” because it would not be appropriate. There has be en research conducted on

many aspects that tie into behavior in different situations, literature that includes such topics as

work and family conflict, generational differences in the workplace, prejudgment, personality

conflict, teamwork, and more. Together, such articles o f research provide an excellent

background, and cohesive argument, for a noticeable difference in workplace behavior as

opposed to other social situations. As w ill shortly be explained, it all begins a t a young age as

children learn to accept others, and progresses a s t hey grow.

Dishion, Kim, O’Neill, and Stormshak (2014) examined the concept of social acceptance

using a sample of 998 middle school students a nd their families. They hypothesized that a

correlation would be visible between the two variables o f peer affiliation and the aforementioned

acceptance. A second hypothesis wa s t hat this r elationship would also be prevalent in the parents

of each child studied. Self-report studies we re used as t he students we re studied longitudinally.

Results d id show an overall correlation in peer affiliation and social acceptance (PASA).

The biggest limitation in this s tudy was t hat the PASA only measured four criteria. Using

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additional criteria to assess a cceptance and behavior of each student could have closed some of

the gaps. For example, perhaps t he students c ould have been observed longer than just one class

year to see how they progressed throughout high school. However, Dishion et al. (2014) did

explain their findings o n the degree of construct validity, factorial invariance, and criterion

validity. While construct validity was a dmittedly an issue on some parts of this s tudy, criterion

validity between the PASA assessment and the degree of social acceptance was very strong. No

intervention was us ed in this s tudy, which minimized ethical concerns, and even though it

involved children, it fits into the concept of workplace behavior because everyone wants to be

accepted, and therefore may act differently in certain social situations because of feeling they

need to “fit in.” This notion of acceptance in the workplace is ve ry important for building a

successful team, and ties in to another very important value, respect, which is o ne of the key

points f or any successful relationship both at home and at work.

In another study that examined the role of group-based status i n job satisfaction, Henry

(2011) used data from the 2002 General Social Survey (GSS), which interviewed United States

residents. The sample was c omprised of 1,724 Americans, representative of the population, with

varying age range, ethnicity, males a nd females, and those with or without college education.

Henry (2011) hypothesized that respectful treatment in the workplace would lead to a higher

level of job satisfaction for an employee. Stigmatism was us ed as a variable between

participants, be it male or female, white or non-white, and college education or no college. He

was a ttempting to determine if certain groups we re treated better than others whi le at work. The

data from the GSS determined three factors: job satisfaction, pay, and respectful treatment in the

workplace, the last of which was c omprised of four categories.

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Results s howed no correlation between pay and respect (Henry, 2011). An interesting

find, however, was t hat the stigmatized groups a ppeared to be paid less t han the non-stigmatized

groups (white vs. non-white, college vs. no college). On the issue of respect, gender and ethnicity

carried no weight for receiving less, but those without college education reported feeling less

respected than those with college education (Henry, 2011). One may consider it a limitation that

this s tudy consisted only of United States r esidents; however, it can still be related to the global

population. There was a wide variety of ethnicity, and therefore different cultures, within this

study. Ethical concerns we re not noticeable and validity was v ery solid overall, with the study

measuring what it set out to measure and allowing for greater generalizability. However, being

that this wa s a survey, it is po ssible that some responses weren’t completely honest, which can

lead to gaps i n the research and results t hat are not completely reliable, yet this is not known.

Workplace respect can be crucial to the success o f a business. It is a behavior that, when not

being exhibited properly, can lead to feelings o f exclusion.

Chinese researchers Kwan, Lee, Liu, and Wu (2015) conducted a study in which they

examined 732 employees a nd 244 supervisors from two large oil companies in China for the

effect of such exclusion, or workplace “ostracism,” as they termed it. Hypotheses, of which there

were three, first stated that organizational identification would help to ease, or regulate, the

negative correlation between exclusion and citizenship in the workplace (Kwan et al., 2015).

The second stated that the level of job mobility would moderate this r elationship, arguing there is

a stronger negative correlation when there is a higher degree of mobility in the job. The third

hypothesis pr oposed that job mobility would also moderate the mediation effect addressed in

hypothesis o ne (Kwan et al., 2015). Moving around from one job to another, working from

home, or traveling a great deal may cause one to feel that he/she is n ot part of a cohesive team.

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Workplace ostracism was measured using a 1-10 Likert scale, using statements in a

questionnaire such as “people avoid me at work.” Results showed that those workers who felt

more excluded were more likely to exhibit different behaviors of citizenship when they felt they

had no other alternatives to their current job. There were limitations to this study, specifically

using only one type of company as well as one certain culture, believed to be such because there

is no mention of diversity. This caused a lack of external validity. There were also gaps

regarding exclusion. It can be a gray area; some may feel excluded when they are in fact

included, and vice versa, based on one’s own perception. This research does fit very well,

however, into another discovered article that examined personality conflicts and their effects on

teamwork. If a certain employee on a team does not feel included in the workplace, or if

personalities clash, it can affect how well the entire group works together as one cohesive unit.

In an attempt to determine whether a person’s personality can in fact cause conflict in a

relationship or within teams, CurSeu, Macsinga, Mägurean, Maricutoiu, Sava, and Vîrga (2014)

proposed four hypotheses for a study. Initially, they stated that relationship conflict would lead a

team to not work together. Secondly, conscientiousness would buffer the association between the

conflict and “negative shift” of teamwork (CurSeu et al., 2014). Hypothesis three was identical

to hypothesis two, but substituted “agreeableness” for conscientiousness. Finally, it was stated

that neuroticism “accentuates the relationship” (CurSeu et al., 2014). Two hundred and sixteen

college students with the average age of 20 were used as the participants for this study. Students

were given a task to complete as a group, which consisted of creating a device with given

materials that would prevent an egg from dropping on the floor. Participant personalities were

measured using the Big Five model (openness to experience, conscientiousness, extraversion,

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agreeableness, and neuroticism, or the acronym OCEAN). Relationship and teamwork was

measured with four- and five-point scales, respectively (CurSeu et al., 2014).

The discovered results did in fact show that conflict decreased a team’s effectiveness.

However, moderation of agreeableness was not supported by the research conducted. This study

was very well constructed, and while the participants were college students, both internal and

external validity were high. No glaring gaps were present, and this was a direct observation of

behavior when given a task. Teamwork was assessed based on what the researchers saw during

the procedure from the students. The only possible ethical concerns could have come from an

egg breaking near a student who possessed an egg allergy. This study focused on college

students, but what about other generations? Can they all work together equally? Is it possible that

generational differences could be a factor in workplace conflict?

Examining such differences between generations in the workplace, Becton, Jones-Famer,

and Walker (2014) proposed three hypotheses for just such an experiment. They first stated that

baby boomers exhibit less job mobility than millennials. Secondly, those same boomers would

show more signs of compliance and would be less often fired from their jobs than would

millennials (Becton et al., 2014). The third hypothesis was that Generation X participants would

be less likely to work overtime as opposed to the other two generations (Becton et al., 2014).

Participants in this study were job applicants in the Southeastern United States applying for an

array of job categories. The sample was chosen randomly, comprised of the three

aforementioned generations, varying ethnicities, and both male and female (however, there were

far more females in this study than males). The participants totaled 6,828 in number.

Differences in behavior were measured in bio data on the participants’ job applications.

Results supported hypotheses one and three, and also gave partial support to hypothesis two. It

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was determined that while generational differences do occur in the workplace, the stereotypes of

each generation are not always correct. Gender was a limiting factor in this study, with 83% of

the participants being female. This can allow for generalizing to females, but perhaps led to a

lack of greater external validity overall, because it could not be generalized to males as equally

as females. A large ethical problem was avoided, which could have occurred if the researchers

would have publicized private information about the participants in their results. However, they

were very careful to only report their findings in general terms so as not to divulge any private

information about the more than 6,800 participants. The generational gaps and differing

personalities can also be a factor in how enjoyable the workplace can be.

Choi, Junehee, and Wansoo (2013) studied Generation Y members, classified as those

born between 1977 and 1994 (though the sample targeted only those born between 1977 and

1981), in an attempt to examine how attitudes can have an effect on fun in the workplace, work

performance, and job satisfaction. Specifically, several hypotheses were proposed which

surmised relationships existed between workplace fun and attitude, job satisfaction, task

performance, and voluntary helping among team members, the last process referred to in the

study as OCBI (Choi et al., 2013). They developed a questionnaire that was given to 234 workers

and college students in the hospital industry.

Choi and colleagues (2013) found that those who exhibited a more positive attitude did

have more fun in the workplace. If they had more fun, they also enjoyed their job, which

therefore led to a higher level of job satisfaction. While no ethical violations were committed,

this study did, however, leave several gaps, all of which were related to the sample

demographics. It was a small sample size and focused solely on the hospitality industry. Many

questions were left unanswered by this study, the most glaring of which is if these results could

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be generalized to all career fields. Is the hospitality industry different from the healthcare

industry, for example? The obvious answer is yes. However, the idea and design of this study

can be very useful in determining whether attitudes in the workplace differ from one employee to

another, and to what effect that may have on a specific company. What else could lead to

workplace conflict? Familiarity can also be a factor in workplace attitudes; one may feel more

comfortable with the old regime. What happens when protocol and procedure changes?

A study to examine attitude differences as well as cognition when people are familiar or

unfamiliar with particular objects of situations hypothesized that attitudes would be affected

more by something unfamiliar than would cognition (Fischer, van Dijk, van Giessen, & van

Trijp, 2015). The second hypothesis (and its countering null) stated that for familiar attitude

objects cognition would have a stronger association with overall attitudes (Fischer et al., 2015).

Hypothesis three stated (also complete with a countering null) that familiar attitude objects

would have a stronger association overall with attitude (Fischer et al., 2015).

1,870 participants in the Netherlands we re randomly selected from a panel of volunteers

that consisted of approximately a total of 12,000. The demographics o f this s tudy were highly

varied, yielding a good representation of age, education level, and gender. The participants we re

asked to rate applications o f familiar or unfamiliar objects ( nanotechnology or non-

nanotechnology, in this c ase). Results s howed that only 39% of the participants a ctually knew

the meaning of the word “nanotechnology,” although nearly 72% had previously heard the term.

The researchers d iscovered that familiarity had a positive effect on attitude (Fischer et al., 2015).

All three of the research hypotheses we re supported, which conversely led to the rejection of

both nulls. This s tudy, while limited to the Netherlands a nd the concept of nanotechnology, did

not lack validity. On the contrary, the concepts c an indeed be generalized to the rest of the

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population. When at work, net tools and changes are implemented frequently. In fact, change is

the only constant. When faced with something new, most employees will learn it, but the

attitudes toward such changes may be more negative in the beginning. This can lead to conflicts

at work between the employees who are willing to learn and those who are not, therefore

affecting teamwork. However, are these the only reasons for conflict, or could it also be brought

in from home, or conversely brought home from work?

In an effort to study work-family conflict experienced by different cultures, Dollard,

Winefield, and Zaiton (2010) studied 506 Malaysians working in various sectors of employment.

Their aim was to determine if people in Malaysia experienced less family interference with work

than Western cultures. The researchers hypothesized that work interference with family (WIF)

would be greater than family interference with work (FIW) across the cultures (Dollard et al.,

2010). A second hypothesis was also proposed, which stated that FIW and WIF would be

negatively correlated with job, family, community, and life satisfaction (Dollard et al., 2010). A

questionnaire was used as a survey to gather data, consisting of 18 questions in six sections, nine

items for each conflict direction, and three for each conflict dimension (Dollard et al., 2010).

Items were scored using a Likert scale. Databases were used to find studies conducted in the

Western Hemisphere to compare results across cultures.

The results of this study confirmed the hypothesis that work interfered with family more

so than the reverse. It did not appear to have any noticeable gaps and was conducted very well,

showing results from differing cultures on opposite sides of the world, though studying more

countries would have increased generalizability even more. That said, however, the cross-

cultural analysis still led to an increase in external validity. Extending to other countries would

allow one to determine if there is a consensus in the findings between Malaysia and Western

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culture. It provided insight into how people learn to check their feelings at the door when they

are at work, not allowing problems at home to impact their job performance.

Collectively, the above studies all provide insight into behavior in some aspect, whether

they focus on social acceptance, attitude, cognition, teamwork, conflict, personality, or

something else. However, the one liaison that appears to be absent is whether a difference exists

in a person’s behavior when faced with different social situations. There is nothing that links

these together. Specifically, the question here to be researched is: do people behave differently at

work as opposed to at home or in public? Based on the above research and the knowledge gained

from it, the research hypothesis is that there is a difference in a person’s behavior between work

and home or play. The null hypothesis for this study, in contrast, is that a person’s behavior does

not change regardless of the social situation. The two variables that will be tested are social

situation (work, home, or public), which will be independent, and participant response behavior,

which will be the dependent variable for the study.

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References

Becton, J. B., Jones-Farmer, A., & Walker, H. J. (2014). Generational differences in workplace

behavior. Journal of Applied Social Psychology, 44(3), 175-189.

Choi, Y. G., Junehee, K., & Wansoo, K. (2013). Effects of attitudes vs. experience of workplace

fun on employee behaviors. International Journal of Contemporary Hospitality, 25(3),

410-427

CurSeu, P. L., Macsinga, I., Mägurean, S., Maricutoiu, L., Sava, F. A., & Vîrga, D. (2014).

Personality, relationship conflict, and teamwork-related mental models. PLoS ONE, 9(11),

1-10.

Dishion, T. J., Kim, H., O’Neill, M., & Stormshak, E. A. (2014). A brief measure of peer

affiliation and social acceptance (PASA): Validity in an ethnically diverse sample of

early adolescents. Journal of Clinical Child and Adolescent Psychology, 43(4), 601-612.

Dollard, M. F., Winefield, A. H., & Zaiton, H. (2010). Work-family conflict in east vs. western

countries. Cross Cultural Management, 17(1), 30-49.

Fischer, A. R. H., van Dijk, H., van Giessen, R. I., & van Trijp, H. C. M. (2015). Affect and

cognition in attitude formation toward familiar and unfamiliar attitude objects. PLoS ONE,

10(10), 1-14.

Henry, P. J. (2011). The role of group-based status in job satisfaction: Workplace respect matters

more for the stigmatized. Social Justice Research, 24(3), 231-238.

Kwan, H. K., Lee, C., Liu J., & Wu, C. H. (2015). Why and when workplace ostracism inhibits

organizational citizenship behaviors: An organizational identification perspective.

Journal of Applied Psychology, 101(3), 362-378.

Behave! You’re at Work!

References

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Milestone Three:

Cell Phone Usage and Customer Service with the Workplace

Southern New Hampshire University

May 15, 2016

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Research Proposal: The Effects o f Cell Phone Usage with the Workplace

Everywhere you go there is t he possibly of being interrupted, by a phone call, text

message or face time. That is because technology is present everywhere, it is r are to see someone

without a cell

phone.

When going to the movies, a place where you pay to be in a dark theater

and watch a movie that you are excited about apps have had to be introduced to help keep people

from using their cell phones. There are campaigns to remind people not to use their cell phone

while driving. It is a lmost impossible to escape from your cell phone, but you should be able to

experience aspects o f life without a cell phone present. In the workplace it should be less

pressing to have a cell phone present and handy especially when as a n employee you are

providing customer service. As a consumer it can be frustrating to feel as t hough you are second

to a cell phone however this happens a ll too often. Technology has made great strides in

improving many aspects o f customer service and the workplace one of which has b een the cell

phone to make it so everyone is a ccessible when they are needed but where has t he focus go ne

for customer service and what is happening in those instances w hen a cell phone is pr esent?

There are many aspects o f technology that aid in the customer service provided but there are also

times w hen technology becomes a barrier. Customer service is a n aspect of many jobs t hat

individuals hold in all walks o f life. It is frustrating when there is a barrier between a customer

and the person helping or waiting on them, this c an happen with cell phones in the workplace.

What is t he effect on the customer experience when the employee they are interacting with is

using a cell phone?

Exploring the customer climate helps to determine the service climate and how both

customers and employees operate in them. Chang (2016) used the service marketing triangle model

to investigate service climate and employee engagement. In this s tudy, the individual level and

the firm level of customer interaction were examined. The individual level was c ustomer and

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employee interactions a nd the firm level was environmental characteristics due to the firm’s

philosophies for the company (Chang, 2016). There were several hypotheses de rived around

service climate, employee engagement, and customer emotion, both at the individual and firm

level. Chang (2016), used an adapted measure with a seven-point Likert scale that was a dapted

from prior research on resorts. The participants we re recruited from hot springs in Northern and

Eastern Taiwan, and participants h ad to be 18 years o r older to partake in the survey. Data was

collected from managerial staff, customers, and employees. It was f ound that substantive staging

positively affects e motions o f customers ( Chang, 2016). It was a lso found that firm-level

employee engagement positively affects individual-level customer emotions, which suggests a

trickle effect of engagement (Chang, 2016).

A few advantages o f this r esearch is t he adapted measure focused on customer emotions

and intentions a t the same time as e mployee engagement. The measure was r eviewed by three

experts for content validity, and after review and edits, the measure was p ilot tested and the

survey was a cceptable by the standards o f the scale reliability instrument (Chang, 2016). The

data for this s tudy was c ollected over three months in order to avoid method variance. The

samples for the three groups we re fairly similar as far as t he distribution of demographics. While

the measure was a dapted and reviewed by experts, it was s till a little stretch to apply the measure

to the particular work area of hospitality employees a t a hot springs r esort. There is a lso the idea

that customers pe rceptions o f servicescape may have been influenced by the natural surroundings

or the constructed facility primarily based on their personal preference, which could have

changed the evaluation of the hot spring servicescapes.

Dong, Sivakumar, Evans, and Zou (2015) examined customer participation on service

outcomes through two experiments. They found that customer satisfaction and perceived customer

service quality are higher when the customer has a higher readiness to participate. This showcases

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the importance of understanding the customer’s role in customer service feedback. Thirty five

students from a university were recruited to be interviewed on the topic of c ustomer participation.

The interviews lasted 30 to 60 minutes each (Dong et al., 2015). An advantage of interviewing

individuals on this topic was that there was insight from different service contexts, which provided

conversation about relevant factors in continuing the research. The first study used students, and a

between-subjects experiment was conducted with three levels. The scenario used was a study abroad

trip for a week in the summer, and the manipulation was having different levels of c hoices—low,

medium, and high (Dong et al., 2015). Fewer choices represented less customer participation, and

more choices represented higher customer participation. Appropriate control measures were used to

ensure unbiased results. Satisfaction, service quality, perceived ability, and perceived benefit of

participation were measured (Dong et al., 2105). The results indicated that contribution levels were

significant across, low, medium, and high customer participation levels. A two-step modeling

approach was used to evaluate the data. There were significant results for service outcomes, with

high perceived benefit of participation service quality had a significant increase (Dong et al., 2015).

In the second study, a similar design was used, however, similar results were found. It was found that

across contribution levels there were significant differences. The findings from this article are rather

interesting; customers who have low readiness to participate tend to have more negative service

outcomes as compared to those who have moderate or high readiness, who tend to have higher

service outcomes. This article relates to the research of Chang (2016), in which customer behavioral

intentions clearly can be altered by the servicescape, but can also be altered by the readiness t hey

have when coming to a customer service situation, as we ll as t he perceived benefits o f them

actively partaking.

An advantage to this s tudy is that there were two different sampling methods us ed,

recruiting students a nd recruiting using mTurk. With these two different samples, similar results

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were found both using scenario based between subjects de signs, using the same measure with

different scenarios. Using mTurk gives a more representative sample of the general population,

but it is e ncouraging that similar results we re found using a population of students. A

disadvantage to this s tudy is t hat not all findings w ere replicated in the second study, and new

findings we re significant in the second study. This c ould be due to the population or the scenario

that was us ed in each study.

Susskind, Kacmar, and Borchgrevink (2003) tested a model to describe customer service

providers’ perception and the relationship with attitudes toward the service-related duties a s we ll

as the customers’ perceptions of satisfaction. It was found that having support from coworkers

led to appropriate customer service. When line employees we re more committed to customer

satisfaction, perceived customer satisfaction was higher (Susskind et al., 2003). The measure for

line-level employees a sked about their agreement with statements from such topics a s

perceptions o f standards for service delivery, coworker support, and supervisory support

(Susskind et al., 2003). Customer satisfaction was measured using a six item measure and the

measure was de emed reliable (Susskind et al., 2003).

A disadvantage of this research is the sample was not matched pairs. It would have been

more beneficial to have specific customers matched with the specific employee who served them. An

advantage to this study is that it is in line with role theory in the way that as employees orient

themselves t o fulfill their roles in customer service, their customer service output is pr oper and,

in turn, the customer satisfaction is pr oper. This is beneficial because it helps build on other

theories a nd research relevant in the field, such as role theory. This a lso relates to Chang (2016)

with regard to employee engagement they each support more positive outcomes wh en

employees a nd coworkers a re engaged in the philosophy of serving the customer and supporting

each other when doing so.

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In Conflicts in the Work-Family Interface: links to job stress, customer s ervice

performance and customer pur chase intent, the interole conflict theory, identity theory, and

conservation of resources a nd drain theory are explored. Data was c ollected from customers,

customer service employees, and supervisors, and the method of collection was from customers

initiating contact with a customer (Netemeyer, Maham III, & Pulig, 2005). Employee measures

were collected after a customer service inquiry was c ompleted a survey was e mailed to them,

measures we re also emailed to report on the employees t hey oversaw. Job stress wa s found to

affect aspects of job performance. Both IRP and CDERP affected CPI. An advantage of this

study was it incorporated effects o f job stress whi ch was a gap in research by Chang (2016).

There were aspects o f the measures t hat were more strongly related to work family conflict than

family to work conflict (Netemeyer et al., 2005).

One of the challenging links between work and home is t echnology. Cell phones ha ve

had an influence on the way in which individuals pe rform daily tasks t hat includes t he work

world as we ll. In The mere presence of a cell phone may be distracting: Implications for

attention and task performance, found that the presence of a cell phone can be significantly

distracting and create less a ttention in task performance (Thorton, Faires, Robbins, & Rollins,

2014). It was f ound that during higher detail and more complex tasks d istractibility was higher

(Thorton et al., 2014). The measures us ed in this s tudy were the Cell Phone Usage survey, this

survey had participants indicate how they used their cell phones in specific situations ( Thorton et

al., 2014). There was a lso a Possession Attachment measure relating to cell phones a nd

comparing with other objects s uch as a wallet; each measure had very good internal consistency

(Thornton et al., 2014). The disadvantage to this s tudy is t hat as a self-report measure individuals

may not have accurately shared their accidents. An advantage is t hat the implications from this

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study indicate that the negative consequences o f cell phone usage are wide ranging reaching

areas s uch as s chool and work. This s tudy looks a t some situations t hat other studies h ave looked

at previously like using a phone while in idle time at school or work as we ll as w hen driving.

The article Accidents and close call situations c onnected to the use of mobile phones,

there was a heavy focus t he demographics t hat indicate who is more likely to have accidents

involving cell phones ( Korpinen & Paakkonen, 2011). The data was c ollected through a

questionnaire. It was f ound that employed people tend to have more close calls a nd accidents

involving cell phone usage, the data for this s tudy was c ollected through self-report measures

and analyzed using regression models ( Korpinen & Paakkonen, 2011). This s tudy relates to

The mere presence of a cell phone may be distracting: Implications for attention and task

performance (Thornton et al., 2014), many times th ere are accidents b ecause of distractions

caused by cell phones. Having a cell phone present in the workplace can be both distracting

and dangerous.

Call phones have the ability to be distracting in multiple settings, Elder (2013) looked at cell

phone use in a college classroom setting. As aspect of the measure that was used focused on how

participants felt when others used cell phones, this article did not find significant differences

between the two groups (Elder, 2013). The study used observational methods a s we ll as

questionnaires. While there were no significant findings between the group that used cell phones

and the group that did there were differences in how the students pe rceived they would do on the

ending test. This is a n interesting finding and it relates to the idea of distractibility. There is a n

advantage of having observations a s pa rt of the data collected. There is a lso a disadvantage that

is a harder to generalize the findings because there was a focus o n students a nd the quiz grade

they would receive either after using their cell phone during a lecture or not using their cell

phone.

8

Chesley (2010) examined technology users a nd non-users w ith their perceptions o f the

role that technology plays in the workplace as we ll as t he pace of life. Technology use has

been found to be predictive of a workers pe rception as far as job performance, work demands

and feelings o f pressure and time (Chesley, 2010). It was a lso found that different

technological devices b rought about different results, cell phone usage specifically was n ot

found to be a predictor of work-related assessments, it has been suggested that cell phone use

is pr imarily personal (Chesley, 2010). It was a lso noteworthy that partisans w ho used

technologies more frequently felt that they were more productive at work when they had those

technologies ( Chesley, 2010). This a rticle examines many aspects of employment and mobile

technology. Chesley (2010) relates to Edler (2013) because they both look at predictive

behaviors a nd perceived ideas r elating to technology use. It is c autioned that the sample used

may not be the most representative compared to a nationally representative sample (Chesley,

2010). The data was a lso collected eight years b efore it was publi shed, this c ould mean that

there have been advancements a nd changes in the technologies from that time period.

As with any area of study, there are gaps i n the research. Customer service can be a

challenging area to study, as c an technology use. There is a space where both technology, cell

phone use, and customer service meet. While there have been noteworthy findings for

customer service and moderators of customer service, there is much more research to be done.

There are gaps in the research with elements like job affect and pay playing a role in

accordance with role theory and how it may influence customer orientation. There have also

been several gaps in research related to technology use and, more specifically, cell phone use.

Cell phones have been found to be dangerous d istractions wh en driving.

9

Few studies have looked into the productivity and customer service implications t hat a

cell phone can have. Cell phone usage has been found to be distracting, and customer service has

been found to be higher when employees a re engaged in the work and customers t hey are

helping, so what happens w hen customer service interactions have cell phones a s a distraction?

The current study looks i nto the perceived effects o f cell phone use in a customer service

standpoint. It is hy pothesized that in the workplace, when there is a presence of cell phones o r

there is t he usage of a cell phones, customer satisfaction will be lower than when there is n o

presence of cell phones o r cell phone usage. There will be three different hypothetical scenarios

which will act as t he independent variables. The hypothetical scenarios w ill introduce different

versions o f a customer service interaction. The varied customer service provided is t he

independent variable. These scenarios dr ive the responses o n customer service satisfaction,

which is a cting as the dependent variable.

10

References

Chang, K. (2016). Effect of servicescape on customer behavioral intentions: Moderating roles of

service climate and employee engagement. International Journal of Hospitality

Management, 53, 116-128. doi:10.1016/j.ijhm.2015.12.003

Chesley, N. (2010). Technology use and employee assessments of work effectiveness, workload,

and pace of life. Information, Communication & Society, 13(4), 485-514.

doi:10.1080/13691180903473806

Dong, B., Sivakumar, K., Evans, K. R., & Zou, S. (2015). Effect of customer participation on

service outcomes: The moderating role of participation readiness. Journal of Service

Research, 18(2), 160-176. doi:10.1177/1094670514551727

Elder, A. D. (2013). College students’ cell phone use, beliefs, and effects on their learning.

College Student Journal, 47(4), 585-592

Korpinen, L., & Pääkkönen, R. (2012). Accidents and close call situations connected to the use

of mobile phones. Accident Analysis and Prevention, 45, 75-82.

doi:10.1016/j.aap.2011.11.016

Netemeyer, R. G., Maxham III, J. G., & Pullig, C. (2005). Conflicts in the work-family interface:

Links to job stress, customer service employee performance, and customer purchase

intent. Journal of Marketing, 69(2), 130-143.

Susskind, A. M., Kacmar, K. M., & Borchgrevink, C. P. (2003). Customer service providers’

attitudes r elating to customer service and customer satisfaction in the customer-server

exchange. Journal of Applied Psychology, 88(1), 179-187. doi:10.1037/0021-

9010.88.1.179

11

Thornton, B., Faires, A., Robbins, M., & Rollins, E. (2014). The mere presence of a cell phone

may be distracting: Implications for attention and task performance. Social Psychology,

45(6), 479-488. doi:10.1027/1864-9335/a000216

Sirgy, M. J., Lee, D., Kamra, K., & Tidwell, J. (2007). Developing and validating a measure of

consumer well-being in relation to cell phone use. Applied Research in Quality of Life,

2(2), 95-123. doi:10.1007/s11482-007-9033-3

• Milestone Three:

Research Proposal: The Effects of Cell Phone Usage with the Workplace

References

PSY 5

10

Milestone Three Guidelines and

Rubric

Initial Draft of Introduction and Literature Review

Prompt: This assignment is another building block for the final project.

In Module Six, you will submit an initial draft of your introduction and literature review. Your submission should include all of the critical elements noted in the
rubric.

Keep in mind the differences between research papers and literature reviews. For this assignment, you are not writing a research paper. You are writing a
literature review.

Research papers take a topic and describe all aspects of that topic. They use current articles and books to support the statements in the paper. A literature review
is literally a review of current articles designed to support the topic.

For example, if you wanted to investigate color preference among adult men and women, you would first need to review the current studies that are out there on
the topic. Your paper would begin with an introduction, an explanation of the topic. You would find peer-reviewed journal articles, like the six in your annotated
bibliography. You would summarize each article including what the researcher found, a brief description of the research design, the advantages and
disadvantages of the design used, and how it compares to other articles in the literature review. This is essentially your annotations in your annotated
bibliography. You will want to add more information to each annotation, but they are a great start.

Then, you describe the gaps or pieces that are missing in the research (if any), ethical considerations (if any), and validity issues (if any). Each article becomes its
own paragraph or two (or three) and then leads into the next article. Once you have described each of the articles in the literature review individually, you would
collectively include a discussion of any gaps in the current body of research. This is where your research comes in. You are going to be investigating an area with a
gap. So by discussing the gaps, you lead on to your research question and finally to your hypothesis and the key variable of the study that is being proposed. Now
you have a literature review that contains an introduction to the topic, a review of each current article, a discussion of where there are gaps in the current
literature, your research question and how that fits into the gaps, and a concluding hypothesis. Your literature review becomes the beginning of your research
report.

Guidelines for Submission: Your paper must be submitted as a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch
margins. This paper should be a minimum of 4 pages in length (not including cover page and references), must follow APA format, and it should cite at least six
peer-reviewed sources.

Rubric

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Problem Statement Describes the general topic of

the proposal and its importance
and relevance to real-world
issues

Describes the general topic of
the proposal, but does not
describe its importance or
relevance to real-world issues
or has gaps in detail or accuracy

Does not provide or describe
the general topic of the
proposal

5

Literature Review:
Existing Research

Meets “Proficient” criteria and
provides an especially well-
integrated discussion of the key
themes from the articles

Summarizes existing, applicable
research, utilizing peer-
reviewed sources, and attempts
to do so in an integrated way

Summarizes existing research,
utilizing peer-reviewed sources,
but does not do so in an
integrated way, or the resources
are not applicable to topic

Does not summarize existing
research

15

Literature Review:
Research Designs

Meets “Proficient” criteria and
provides specific, concrete
examples of research designs
utilized in previous literature

Identifies different research
designs used to generate
knowledge on the topic and
describes how they differ

Identifies different research
designs used to generate
knowledge on the topic, and
describes how they differ, but
description has gaps in accuracy
or detail

Does not identify different
research designs used to
generate knowledge on the
topic

15

Literature Review:
Advantages and
Disadvantages

Meets “Proficient” criteria and
provides specific examples from
the literature of the advantages
and disadvantages of research
designs

Differentiates between research
designs for their advantages
and disadvantages in addressing
the research question

Differentiates between research
designs for their advantages
and disadvantages in addressing
the research question, but does
not provide specific examples
from research, or differentiation
has gaps in accuracy or detail

Does not differentiate between
research designs for their
advantages and disadvantages
in addressing the research
question

15

Literature Review:
Appropriateness

Meets “Proficient” criteria and
demonstrates understanding of
appropriate research design for
a research question

Evaluates the appropriateness
of the research designs to the
research questions and
determines the most
appropriate design, providing
justification for each

Evaluates the appropriateness
of the research designs to the
research questions, providing
justification, but does not
determine the most
appropriate design

Does not evaluate the
appropriateness of the research
designs to the research
questions

15

Literature Review:
Unknown

Meets “Proficient” criteria and
discusses key themes from the
articles

Summarizes what is unknown
or uncertain about the topic,
utilizing applicable research on
the topic

Summarizes what is unknown
or uncertain about the topic,
utilizing research, but resources
are not applicable to topic, or
summary has gaps in detail or
accuracy

Does not summarize what is
unknown or uncertain about
the topic

10

Literature Review:
Principles and

Standards

Meets “Proficient” criteria and
demonstrates keen insight into
the APA’s principles and
standards as they apply to data
analysis

Discusses the appropriateness
of the data analysis procedures
used in the literature as they
relate to the APA’s principles
and standards

Discusses the appropriateness
of the data analysis procedures
used in the literature, but does
not relate these to the APA’s
principles and standards, or
discussion has gaps in accuracy
or detail

Does not discuss the
appropriateness of the data
analysis procedures used in the
literature as they relate to the
APA’s principles and standards

10

Research Question Meets “Proficient” criteria and
creates an interesting research
question that warrants further
research

Creates a testable research
question based on the previous
research around the topic

Creates a testable research
question, but question is not
based on the previous research
around the topic

Does not create a testable
research question

5

Hypothesis Meets “Proficient” criteria and
provides concrete evidence
supporting the research
hypothesis

Creates a testable hypothesis
based on the research question
and research around the topic,
explaining the extent to which
the research supports the
hypothesis

Creates a hypothesis based on
the research question and
research around the topic, but
does not explain the extent to
which the research supports the
hypothesis, hypothesis is not
testable, or explanation has
gaps in detail or accuracy

Does not create a hypothesis
based on the research question
and research around the topic

5

Articulation of
Response

Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format

Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization

Submission has some major
errors related to citations,
grammar, spelling, syntax, or
organization that negatively
impact readability and
articulation of main ideas

Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas

5

Total 100%

• PSY 510 Milestone Three Guidelines and Rubric Initial Draft of Introduction and Literature Review

Rubric