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With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory findings on how students perceive online assessment and its impact on their academic performance. Thus, the purpose of this study is to evaluate the potential impact of online assessment on students' academic performance.

This study proposes a research model based on the task–technology fit theory and empirically validates the model using a survey from students in the UK. In addition, the study conducted four experiments based on paper-based and online assessments and analysed the data using paired sample t test and structural equation modelling.

The findings show that the use of online assessment has a positive impact on students' academic performance. Similarly, the results from the experiment also indicate that students perform better using online assessments than paper-based assessments.

The findings provide crucial evidence needed to shape policy towards institutionalising online assessment. In addition, the findings provide assurance to students, academics, administrators and policymakers that carefully designed online assessments can improve students' academic performance. Moreover, the study also provides important insights for curriculum redesign towards transitioning to online assessment in higher education institutions.

This study advances research by offering a more nuanced understanding of online assessment on students' academic performance since the majority of previous studies have offered contradictory findings. In addition, the study moves beyond existing research by complementing assessment results with the views of students in evaluating the impact of online assessment on their academic performance. Second, the study develops and validates a research model that explains how the fits between technology and assessment tasks influence students' academic performance. Lastly, the study provides evidence to support the wide use of online assessment in higher education.

This study aims to unravel the role of teams’ job crafting in translating responsible leadership into their customer relationship performance.

The data were gathered from 87 managers and 608 employees from tour companies. The data analysis was performed via multilevel structural equation modeling.

The results demonstrated that crafting of team tasks played a mediating role for the link of responsible leadership to the team’s customer relationship performance. Task interdependence, outcome interdependence and their interaction attenuated the influence of responsible leadership on collective job crafting.

The results suggest that tourism managers can enhance customer relationship performance of their team through training and development of responsible leadership, encouraging team members’ crafting of team tasks, as well as enhancing outcome and task interdependence.

This research expands the literature by identifying how and when responsible leadership promotes team customer relationship performance in tourism companies.

This chapter provides an updated review of research examining the relationship between occupational stressors and job performance. We begin by presenting an eight-category taxonomy of workplace stressors and we then review theories that explain the relationships between workplace stressors and job performance. The subsequent literature review is divided into two sections. In the first section, we present a summary of Jex's (1998) review of research on the job stress–job performance relationship. In the second section, we provide an updated review of the literature, which includes studies that have been published since 1998. In this review, we evaluate how well the contemporary research has dealt with weaknesses and limitations previously identified in the literature, we identify and evaluate current trends, and we offer recommendations and directions for future research.

The purpose of this study was to examine factors affecting teachers’ work performance (i.e., task performance and discretionary performance) and career aspirations (i.e., remaining a teacher, seeking promotion to a principalship, and career change). Applying an inclusive social-cognitive perspective, the study integrated the personal, organizational, and leadership domains to explain teachers’ task performance, discretionary performance, and career aspirations. The three domains, represented by the independent variables of self-efficacy, collective efficacy, perceived organizational support, and principal leadership styles, predicted teachers’ work performance and career aspirations. Participants included 897 public school teachers in a southern state in the United States. The data gathering instrument incorporated several previously validated scales on study constructs. The analyses indicated that teacher self-efficacy, collective efficacy, POS, and principal transformational leadership all significantly predicted the teachers’ task performance, discretionary performance, and career aspirations. Study findings suggest directions for future research on factors influencing teachers’ work performance and career aspirations.

In this chapter, we argue that despite the fact that empirical research on trait neuroticism has shown fairly weak relations between the broad neuroticism trait and overall job performance, organizational research can benefit by increased attention to the neuroticism construct. This is because the influence of neuroticism on work behavior can be best understood by separating the more general neuroticism domain into its lower level facets. We discuss various conceptualizations of neuroticism and then review existing research on the relation between the facets of neuroticism and job performance. Next, we turn our attention to a theoretical framework that suggests that the relations between neuroticism facets and job performance outcomes are explained by the social, cognitive, and behavioral effects of having varying levels of neuroticism-based traits. In so doing, we not only focus on mediated relationships between facets of neuroticism and job performance dimensions but also recognize some important moderators, as well as some expected direct relations between the facets and job performance. Finally, we discuss implications for further conceptual development, offer some suggestions for testing the propositions, and discuss potential practical implications of finding support for this model.

Each of the four objectives can be applied within the military training environment. Military training often requires that soldiers achieve specific levels of performance or proficiency in each phase of training. For example, training courses impose entrance and graduation criteria, and awards are given for excellence in military performance. Frequently, training devices, training media, and training evaluators or observers also directly support the need to diagnose performance strengths and weaknesses. Training measures may be used as indices of performance, and to indicate the need for additional or remedial training.

Despite the potentially vital implications of time pressure for group performance in general and team effectiveness in particular, research has traditionally neglected the study of time limits and group effectiveness. We examine the small, but growing, body of research addressing the effect of time pressure on group performance and introduce our Attentional Focus Model of group effectiveness (Karau & Kelly, 1992). We examine recent research on the utility of the model and identify selected implications of the model for how time pressure may interact with other factors such as task type, group structure, and personality to influence team performance. Finally, we discuss methodological issues of studying attention, interaction processes, and team performance.

The paper investigates how talent management influences employee performance in the banking industry in Nigeria. Despite various economic policies of the Central Bank of Nigeria aimed at reshaping the banking industry, talent management and development for the digital age is the concern of the most bank. Rapid digital transformation has been affecting the banking industry, which requires the banking industry to rethink a strategic way to achieve inclusive, resilient, and sustainable growth.

The questionnaires were used to obtain information from 302 full-time employees of the top five banks in the Nigerian banking industry. The collected data were analyzed using the Partial Least Square-Structural Equation Model (PLS-SEM).

This study shows that talent attraction and development significantly and positively influence task performance. In comparison, talent retention was found to have no significant effect on task performance. This study found that work engagement positively mediates talent attraction, development and task performance. Work engagement did not mediate the relationship between talent retention and task performance.

For the industry to motivate high-performing employees in this digital economy, talent management will need to be carefully designed to create the most enduring competitive advantage. In conclusion, this study will benefit the Nigerian banking industry by apprehending the predictors of task performance so that the prevalence of poor task performance among the employees is well managed.