Summaries in 500 words and critically point out the strengths and weaknesses in 500 words
please see attached how you can do itArticle critique guidelines
An article critique or evaluation should include two main sections; a summary and an
evaluation. The evaluation section should be 2-3 pages (750-1000 words) long. Your critique
should be longer than your summary. You should evaluate all aspects of the research paper from
the importance of the problem investigated to the review of the literature, hypotheses, participants,
instruments, procedure and design, analysis and results and finally the conclusion section. Your task is to
comment on both strong and weak elements of the studies. Do not try to fish for imperfections in the
study. When you do find a weak element, make an informed comment with an appropriate
recommendation to follow.
Below are some questions that could help you structure your critique. You do not have to
address all questions. However, you should address highlighted questions. The questions listed
are there to help you learn what to look for in evaluating a research article. The format of your
paper should NOT be like a Q & A list. Instead, you should integrate your answers into an essay
format.
Introduction
I. Problem
1. Is there a statement of the problem?
2. Is background information on the problem presented?
3. Is the educational/psychological significance of the problem discussed?
4. Does the problem statement indicate the variables of interest and the specific relationship
between those variables which are investigated? When necessary, are variables directly or
operationally defined?
II. Review of Related Literature
1. Is the review comprehensive?
2. Are all cited references relevant to the problem under investigation?
3. Have the references been critically analyzed and the results of various studies
compared and contrasted, i.e., is the review more than a series of abstracts or
annotations?
4. Does the review conclude with a brief summary of the literature and its implications
for the problem investigated?
5. Do the implications discussed form an empirical or theoretical rationale for the
hypotheses which follow?
III. Hypotheses
1. Are specific questions to be answered listed or specific hypotheses to be tested stated?
2. Does each hypothesis state an expected relationship or difference?
3. If necessary, are variables directly or operationally defined?
4. Is each hypothesis testable?
Method
I. Participants
1. Are the size and major characteristics of the population studied described?
2. If a sample was selected, is the method of selecting the sample clearly described?
3. Is the method of sample selection described one that is likely to result in a representative,
unbiased sample?
4. Are the size and major characteristics of the sample described?
5. Does the sample size meet the suggested guideline for minimum sample size appropriate
for the method of research represented?
II. Instruments
1. Is the rationale given for the selection of Relationships of gender, family
responsibility and ¯exible work hours
to organizational commitment and
job satisfaction
TERRI A. SCANDURA
Department of Management, University of Miami, Coral Gables, FL 33124-9145, U.S.A.
AND
MELENIE J. LANKAU
Cornell University, Ithaca, NY 14853, U.S.A.
Summary Psychological contract theory (Rousseau, 1995) suggests that women and those with
family responsibilities may negotiate new psychological contracts that include family-
responsive bene®ts such as ¯exible work hours. Relationships of gender, family
responsibility, and ¯exible work hours to organizational commitment and job satis-
faction were examined among 160 matched male and female managers in a cross-
organizational study. Results revealed that women who perceived their organizations
o�ered ¯exible work hours reported higher levels of organizational commitment and
job satisfaction than women who did not. Also, ¯exible work hours were related to
higher organizational commitment and job satisfaction for those having family
responsibilities. Implications of these results for future research and organizational
policy are discussed. # 1997 by John Wiley & Sons, Ltd.
J. Organiz. Behav. 18: 377±391 (1997)
No. of Figures: 0 No. of Tables: 3 No. of References: 65
Introduction
Organizational responses to work±family con¯ict is an increasing priority for management
(Ornstein and Isabella, 1993). In recent years, organizations have introduced a number of family-
responsive policies and bene®ts, in large part, due to the increasing number of women in the
workplace (Milliken, Dutton and Beyer, 1991; Rousseau, 1995; Schwartz, 1989). Current data
indicate that 52 percent of women with children under age 6 work today as compared with
11 percent in 1960 (Lee, 1991). The increase in dual-career families has also given rise to more
favorable attitudes of men toward `family-friendly’ policies since both partners must now be
CCC 0894±3796/97/040377±15$17.50 Received 13 June 1995
# 1997 by John Wiley & Sons, Ltd. Accepted 14 April 1996
JOURNAL OF ORGANIZATIONAL BEHAVIOR, VOL. 18, 377±391 (1997)
Addressee for correspondence: Terri A. Scandura, Associate Professor, Department of Management, 414 Jenkins
Building, University of Miami, Coral Gables, FL 33124-9145, U.S.A., tel: (305) 284-5846 (o�ce), (305) 663-6547 (home
o�ce), e-mail: [email protected] (internet).
¯exible to meet child-care or dependent-elderly care demands (Lee, 1991). Scharlach and Boyd
(1989) reported a sizable percentage of workers were providing assistance to elderly family
members and that formal organizational supportive programs were considered extremely helpful
in managing caregiving and work responsibility con¯icts. O�ering of such programs may a�ect
work attitudes of employees, including organizational commitment and job satisfaction. Such
policies may be related to employee loyalty to the organization because the organization is
perceived to be a `family friendly’ environment to work inRelationships of gender, family
responsibility and ¯exible work hours
to organizational commitment and
job satisfaction
TERRI A. SCANDURA
Department of Management, University of Miami, Coral Gables, FL 33124-9145, U.S.A.
AND
MELENIE J. LANKAU
Cornell University, Ithaca, NY 14853, U.S.A.
Summary Psychological contract theory (Rousseau, 1995) suggests that women and those with
family responsibilities may negotiate new psychological contracts that include family-
responsive bene®ts such as ¯exible work hours. Relationships of gender, family
responsibility, and ¯exible work hours to organizational commitment and job satis-
faction were examined among 160 matched male and female managers in a cross-
organizational study. Results revealed that women who perceived their organizations
o�ered ¯exible work hours reported higher levels of organizational commitment and
job satisfaction than women who did not. Also, ¯exible work hours were related to
higher organizational commitment and job satisfaction for those having family
responsibilities. Implications of these results for future research and organizational
policy are discussed. # 1997 by John Wiley & Sons, Ltd.
J. Organiz. Behav. 18: 377±391 (1997)
No. of Figures: 0 No. of Tables: 3 No. of References: 65
Introduction
Organizational responses to work±family con¯ict is an increasing priority for management
(Ornstein and Isabella, 1993). In recent years, organizations have introduced a number of family-
responsive policies and bene®ts, in large part, due to the increasing number of women in the
workplace (Milliken, Dutton and Beyer, 1991; Rousseau, 1995; Schwartz, 1989). Current data
indicate that 52 percent of women with children under age 6 work today as compared with
11 percent in 1960 (Lee, 1991). The increase in dual-career families has also given rise to more
favorable attitudes of men toward `family-friendly’ policies since both partners must now be
CCC 0894±3796/97/040377±15$17.50 Received 13 June 1995
# 1997 by John Wiley & Sons, Ltd. Accepted 14 April 1996
JOURNAL OF ORGANIZATIONAL BEHAVIOR, VOL. 18, 377±391 (1997)
Addressee for correspondence: Terri A. Scandura, Associate Professor, Department of Management, 414 Jenkins
Building, University of Miami, Coral Gables, FL 33124-9145, U.S.A., tel: (305) 284-5846 (o�ce), (305) 663-6547 (home
o�ce), e-mail: [email protected] (internet).
¯exible to meet child-care or dependent-elderly care demands (Lee, 1991). Scharlach and Boyd
(1989) reported a sizable percentage of workers were providing assistance to elderly family
members and that formal organizational supportive programs were considered extremely helpful
in managing caregiving and work responsibility con¯icts. O�ering of such programs may a�ect
work attitudes of employees, including organizational commitment and job satisfaction. Such
policies may be related to employee loyalty to the organization because the organization is
perceived to be a `family friendly’ environment to work in
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