Individual Conflicts, Abilities and Situational Forces as Predictor of Decision Making Behavior and Organizational Performance

Abstract

his research work was performed to study the antecedents of individual decision making in the higher education sector of Pakistan and to examine the effects of such decisions on organizational performance. Specifically, eight theoretically driven and significant antecedents, including work-family conflict and interpersonal conflict as individual conflicts; leadership skills, emotional intelligence and self-efficacy as individual abilities; and time pressure, information level and risk as situational forces, were studied in relation to faculty decision making, which was measured in terms of rational, intuitive, dependant, avoidant and spontaneous decision-making stylesemployed by faculty members. In addition, the consequent effects of such faculty decision-making styles on organizational (University) performance were examined.Nine hypotheses (H1 H9) were formulated to test the theoretical model based on the relationships among individual conflicts, abilities, situational forces, decision-making styles and organizational performance in the higher education environment. The hypotheseswere partially supported, except for one fully supported hypothesis (H4). The questionnaire method was utilized to collect data using quota sampling from a targeted sample that consisted of faculty members working in these higher education institutions (HEIs) of Pakistan. A total of 722 questionnaires were distributed to these faculty members,from which 516 valid questionnaires were returned, yielding a response rate of 72%. The survey resultsshowed that individual conflicts are significant predictors of individual decision-makingbehavior becauseindividual conflicts inversely predict rational and intuitive decision-making styles,resulting in higher usage of avoidant and spontaneous decision-making styles. Correspondingly, higher individual abilities resulted in more use of rational and intuitive decision making by faculty members, which made them less 2

inclined towards avoidant and spontaneous decision making. Similarly, time pressure, information level and risk as situational forces were also found among the significant antecedents of individual decision-making styles. Likewise, faculty conflicts and situational forces were also found to be significant moderators for the relationships between faculty abilities and University performance.Such faculty decision-making styles also significantly contribute towards University performance and mediate the relationship of their antecedents and University performance. The significance and implications of the study findings are also discussed. These findings can be comprehensively utilized inthe formulation of faculty development programs and for the betterment of the higher education institutions in Pakistan.