Job Involvement and Organizational Commitment as Interactive Predictors of

Tardiness and Absenteeism 

GARY J. BLAU

This study examined job involvement and organizational commitment as interactive predictors of
absenteeism and tardiness behaviors. Personnel records and questionnaires were used to
collect tardiness and absence data for a subsample of 82 registered staff nurses out of a total
sample of 228 nurses from a large Midwestern hospital. Results showed supportfor the
hypothesis that individuals showing higher levels of job involvement and organizational
commitment would exhibit less unexcused tardiness and absenteeism than those with lower
levels of job involvement and organizational commitment. The implications and limitations of
these findings are discussed.

Earliness-Tardiness Scheduling Problems, I: Weighted Deviation of Completion Times

About a Common Due Date

Nicholas G. Hall
This paper and its companion (Part II) concern the scheduling of jobs with cost penalties for both early
and late completion. In Part I, we consider the problem of minimizing the weighted sum of earliness and tardiness of
jobs scheduled on a single processor around a common due date, d. We assume that d is not early enough to
constrain the scheduling decision. The weight of a job does not depend on whether the job is early or late, but
weights may vary between jobs. We prove that the recognition version of this problem is NP-complete in the ordinary
sense. We describe optimality conditions, and present a computationally efficient dynamic programming algorithm.
When the weights are bounded by a polynomial function of the number of jobs, a fully polynomial approximation
scheme is given. We also describe four special cases for which the problem is polynomially solvable. Part II provides
similar results for the unweighted version of this problem, where d is arbitrary.

Effects of Contingency Contracting on Decreasing Student Tardiness.

Din, Feng S.; Isack, Lori R.; Rietveld, Jill

A contingency contract program was implemented in this study to determine the effects of contingency
contracting on decreasing student tardiness in high school classrooms. The participants were 32 high
school students. Of the 32 participants, 16 were randomly assigned to the experimental group and the
other 16 to the control group. The participants were selected from eight classes (four students from each
class). Two students from each class were selected for the experimental group, the other 2 for the control
group. A contingency contract was signed individually with the students in the experimental group. The
treatment lasted for 12 weeks. Students' tardiness records from the treatment stage were compared via
analysis of covariance (ANCOVA) with those for the pre-treatment 12-week stage. Results from data
analysis indicate that participants in the experimental group showed significantly fewer tardiness counts
than those in the control group, which suggests that this behavior modification technique can be
effectively applied to decrease student tardiness by high school teachers. (Contains 25 references and 1
table.) (RT)
 Descriptors: Behavior Modification, Contingency Management, High Schools

 Active Supervision: An Intervention to Reduce High School

Tardiness
Kristin N. Johnson-Gros, Elizabeth A. Lyons, Jennifer R. Griffin
One proactive approach to aid in reducing disciplinary problems in schools is implementing Positive
Behavior Support (PBS) strategies. To successfully implement PBS school-wide, Sugai and Horner
(2002a) emphasize a multi-systems perspective, which focuses on school-wide discipline, classroom
management, non-classroom settings, and individual students. According to Nelson, Smith, and Colvin
(1995) approximately 50% of problem behaviors resulting in discipline referrals occur in non-classroom
settings (e.g., hallway, cafeteria). One intervention commonly utilized in non-classroom settings is active
supervision. The purpose of the present study was to assess the effects of active supervision on the
hallway behavior (i.e., tardies) of students in a rural high school using a multiple baseline across
instructional periods. The results show that active supervision decreased frequency of tardies across
instructional periods. Also, each active supervision component was assessed, suggesting that all
components may not be essential in obtaining student behavior change. Implications and future research
are also discussed.

Psychology of employee lateness, absence, and turnover: A methodological critique and

an empirical study.
Clegg. Chris W.

Data on organizational commitment, job satisfaction, lateness behavior, unauthorized absence

behavior, voluntary employee turnover, and biographical and situational information were obtained
for 406 employees of an engineering plant in England. Results suggest the need for examination of
the impact of behavior on affect. It is concluded that the generalized notion of "withdrawal" is
misleading and that a redirection of research in this area both through methodological improvements
and theoretical innovation is needed. (57 ref) (PsycINFO Database Record (c) 2016 APA, all rights
reserved)

A New Perspective on Employee Lateness

Authors
 Meni Koslowsky
Abstract
In contrast to absence and turnover, the relevant antecedents that would lead an
individual to arrive late at work have not yet been clearly presented in one model. This
article suggests a two-stage formulation with attitudes triggering one track, and other
antecedents including personality, commuting-related variables, culture, and work-
family conflict serving to influence a second source of lateness. Furthermore, the model
integrates some of the ideas usually included in a progression model by delineating a
process that links the various types of withdrawal measures. Finally, the article
describes another set of variables, minor withdrawal behaviours, which are hard for
management to detect but may serve as a behavioural antecedent of employee
lateness.