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This article introduces the best-worst scaling object case, a quantitative method of producing individual level models of heterogeneous perceptions, for use in behavioural decision making research in projects. Heterogeneous individual perceptions refer to observed or unobserved differences between individual perceptions that impact the outcome being studied. Individual level models of perceptions are important to account for the impact of heterogeneous perceptions on measurement tasks, so they do not become an unobserved source of variance that potentially biases research inferences.

An overview of individual heterogeneity is provided highlighting the requirement for individual level models in quantitative perception measurements. A literature review is then conducted of the quantitative methods and tasks used to measure perceptions in behavioural decision making research in projects and their potential to produce individual level models.

The existing quantitative methods cannot produce the necessary individual level models primarily due to the inability to address individual level scale effects, responses styles and biases. Therefore, individual heterogeneity in perceptions can become an unobserved source of variance that potentially biases research inferences.

A method new to project management research, the best-worst scaling object case, is proposed to produce individual level models of heterogeneous perceptions. Guidance on how to implement this method at the individual level is provided along with a discussion of possible future behavioural decision making research in projects.

This article identifies a largely unacknowledged measurement limitation of quantitative behavioural decision making research in projects and provides a practical solution: implementing the best-worst scaling object case at the individual level.

It was the purpose of this study to identify areas of teacher motivation by determining teacher needs and their relationship to job satisfaction. This objective was pursued by applying the concept of higher and lower order need strength to secondary public school teachers. This concept was first developed and applied in business administration as a means of measuring worker motivation. It is based on the assumption that a match between the needs experienced by the individual and the needs fulfilled by the job bring greater job satisfaction and thus an increase in job productivity. While a predominance of higher order needs in secondary school teachers was found, the correlation of need strength and job satisfaction varied by school district. Apparently teaching in some schools is more satisfying to teachers with lower order needs while teaching in other schools is more satisfying to teachers with higher order needs.

The design of work has been shown to influence a host of attitudinal, behavioral, cognitive, well-being, and organizational outcomes. Despite its clear importance, scholarly interest in the topic has diminished over the past 20 years. Fortunately, a recent body of research has sought to reenergize research into work design by expanding our view of work design from a narrow set of motivational work features to one that incorporates broader social and contextual elements. In this chapter we seek to review the literature on work design and develop a framework that integrates both job and team design research. We begin by briefly reviewing the history of work design in order to provide needed historical context and illustrate the evolution of job and team design. We then define work design, particularly as it relates to incorporating job and team design elements and transitioning from a view of jobs to one of roles. Following this, we identify a comprehensive set of work design outcomes that provide the basis for understanding the impact that different work characteristics can have on individuals and teams. We then offer an extended discussion of our integrative model of work design, which includes three sources of work characteristics (task, social, and contextual) and the worker characteristics implied by these characteristics. Having defined the range of work and worker characteristics, we then discuss some of the fit and composition issues that arise when designing work, as well as discuss the mechanisms through which the work characteristics have their impact on outcomes. Finally, we discuss research into informal forms of work design.

We investigate the relationship between job complexity and skill development of adult workers in Europe using the Cedefop European Skills and Jobs Survey.¹ The results suggest that challenging workplaces in which jobs are designed to include complex tasks that place high demands on workers’ skills also stimulate skill development. Increasing the degree of job complexity has positive and robust effects on the degree of skill development. Skill development is also positively linked to job tenure. The analysis stresses the importance of on-the-job learning and contextual workplace characteristics for adult workers’ skill development.

Increased worker autonomy and participation are being proclaimed as the foundation for economic competitiveness in the 1990s (Reich, 1991). Management has been generally favorable towards such strategies and surveys of workers also indicate widespread support (Hackman, 1990). However, trade unionists fear that these new organizations of work are, at least in part, being sponsored by management in an attempt to undermine unions and manipulate workers (Grenier, 1988; Parker, 1985). More cautious forms of this argument propose that participation schemes are initiated to extract from workers the important “working knowledge” (Kusterer, 1978) and “tricks of the trade” (Thomas, 1991; Hodson, 1991) that are often workers' resource in bargaining with management over wages and conditions. Participation schemes may also lead to the unraveling of “informal agreements” between workers and front line supervisors concerning work effort and work procedures that both labor and management would prefer to keep hidden (Thomas, 1991:8).

This study aims to empirically test the effects of key characteristics of performance-based contracting (PBC) (i.e. reward/payment scheme, increased supplier autonomy and transfer of responsibilities) on supplier goal commitment.

This study developed a conceptual model applying goal-setting theory (GST), expectancy theory (ET) and job characteristics theory (JCT). Survey data were collected and analyzed using structural equation modeling (SEM) to establish a validated measurement instrument for testing the hypotheses.

The findings revealed that PBC positively affects supplier goal commitment due to its unique characteristics, which translates into improved supplier performance. Furthermore, this study validated the mediating role of goal alignment and felt accountability operating between PBC characteristics and supplier goal commitment.

This study explored the buyer–supplier relationship from the supplier's standpoint. Using a more inclusive data set, future research may involve a dyadic analysis and focus on the effects of the following factors on the supplier goal commitment: relational aspects (e.g. trust and collaboration), the risk transfer from the buyer to the supplier, different incentive schemes and successful PBC implementation factors.

This study presents new, validated insights for contract selection, design and management. It underlines the importance of choosing the proper contract, having the appropriate contract design based on the desired outcomes and effective contract management by exhibiting the psychological/behavioral effect of fundamental PBC characteristics.

PBC represents an active research stream, but its psychological/behavioral implications are understudied. Therefore, this research puts forth a conceptual framework with multiple testable hypotheses illustrating the relationship between PBC and supplier goal commitment.

This issue is a selected bibliography covering the subject of leadership.