Henry L. Tosi

Bio: Henry L. Tosi is an academic researcher from University of Florida. The author has contributed to research in topics: Executive compensation & Management by objectives. The author has an hindex of 35, co-authored 70 publications receiving 12260 citations. Previous affiliations of Henry L. Tosi include Bocconi University & College of Business Administration.

A Theory of Goal Setting and Task Performance

Abstract: The article reviews the book “A Theory of Goal Setting and Task Performance,” by Edwin A. Locke and Gary P. Latham.

The Decoupling of CEO Pay and Performance: An Agency Theory Perspective

Abstract: It is common to thank the anonymous reviewers of a paper. In this case, we want them to know that they added in a very significant way to this study. Their comments provided helpful guidance that made a nice study a much better article. Their comments helped both of us learn a great deal about a theoretical domain with which we were unfamiliar. The way they dealt with this project could well be a tutorial for everyone who serves as a reviewer. This paper examines the extent to which monitoring and incentive alignment of Chief Executive (CEO) compensation and influence patterns of various actors on CEO pay vary as a function of ownership distribution within the firm. Based on the reports of 175 chief compensation officers in manufacturing, it was found that the level of monitoring and incentive alignment was greater in owner-controlled than management-controlled firms. For both types of firms, there was a direct relationship between monitoring and the risk level to the CEO of annual bonuses and long-term income, although the relationship was stronger among owner-controlled firms. In the owner-controlled firms, there was more influence over CEO pay by major stockholders and boards of directors. In management-controlled firms, the CEO pay influence was separated from major stockholders and boards. The results suggest that a behavioral approach to measuring agency theory concepts can provide some new insights into the process used to determine CEO pay.'

Managerial Control, Performance, and Executive Compensation

Abstract: Using a sample of 71 very large manufacturers, this study demonstrated that executives in externally controlled firms receive more compensation for performance and less for scale of operation than ...

Multilevel Theory Building: Benefits, Barriers, and New Developments

Abstract: The article focuses on benefits, recent developments, and barriers to multilevel theory building. It states that multilevel theories span levels of organizational behavior and foster synthesis within the organizational sciences. It mentions that multilevel theories help identify characteristics, attitudes, perceptions, and behaviors that help shape the organization. It states that some barriers to multilevel theories include conflicting interests, heuristics, and scope. It mentions that a sensemaking perspective can be used to explore creativity when analyzing several levels, including the inter- and intrasubjective levels as well as the collective level.

The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior

Abstract: Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.

A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies

Abstract: The present research develops and tests a theoretical extension of the Technology Acceptance Model (TAM) that explains perceived usefulness and usage intentions in terms of social influence and cognitive instrumental processes. The extended model, referred to as TAM2, was tested using longitudinal data collected regarding four different systems at four organizations ( N = 156), two involving voluntary usage and two involving mandatory usage. Model constructs were measured at three points in time at each organization: preimplementation, one month postimplementation, and three months postimplementation. The extended model was strongly supported for all four organizations at all three points of measurement, accounting for 40%--60% of the variance in usefulness perceptions and 34%--52% of the variance in usage intentions. Both social influence processes (subjective norm, voluntariness, and image) and cognitive instrumental processes (job relevance, output quality, result demonstrability, and perceived ease of use) significantly influenced user acceptance. These findings advance theory and contribute to the foundation for future research aimed at improving our understanding of user adoption behavior.

Social cognitive theory: An agentic perspective

Abstract: The capacity to exercise control over the nature and quality of one's life is the essence of humanness. Human agency is characterized by a number of core features that operate through phenomenal and functional consciousness. These include the temporal extension of agency through intentionality and forethought, self-regulation by self-reactive influence, and self-reflectiveness about one's capabilities, quality of functioning, and the meaning and purpose of one's life pursuits. Personal agency operates within a broad network of sociostructural influences. In these agentic transactions, people are producers as well as products of social systems. Social cognitive theory distinguishes among three modes of agency: direct personal agency, proxy agency that relies on others to act on one's behest to secure desired outcomes, and collective agency exercised through socially coordinative and interdependent effort. Growing transnational embeddedness and interdependence are placing a premium on collective efficacy to exercise control over personal destinies and national life.

The Power of Feedback

Abstract: Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.

Perceived Self-Efficacy in Cognitive Development and Functioning

Abstract: In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beli...