The public sector is characterized by high levels of formalization, as rules, regulations, and procedures form the basis of public sector employees’ working lives. Unfortunately, many of these rules, regulations, and procedures turn out to be burdensome, while also lacking functionality, and can thus be classified as red tape. Interestingly, the amount of perceived red tape is not only determined by objective organizational conditions, but also depends on the subjective perceptions of employees.
Past literature revealed that red tape harms employees’ attitudes and behaviors. However, the underlying mechanisms and boundary conditions explaining why employees react to red tape in a certain way remain unclear. By investigating how and when red tape is related to employees’ attitudes and behaviors, this dissertation adds to a better understanding of the consequences of red tape. Our focus on employees’ attitudes and behaviors is extremely relevant, as attitudes and behaviors are critical determinants of human functioning, while also being important resources to achieve organizational goals (e.g., organizational performance).
This dissertation aims to answer the following research question: “What are the underlying mechanisms and boundary conditions explaining the relationship between red tape and employees’ attitudes and behaviors?”. To answer this question, we conducted four empirical studies for which we collected perceptual survey data among head nurses, teachers, and school leaders.
Our first empirical study (Chapter II) provides evidence for a negative relationship between head nurses’ red tape perceptions and their job satisfaction. As we collected our data amongst employees with managerial responsibilities, we were able to test whether red tape is negatively related to leaders’ managerial discretion. In this respect, our results suggest that red tape indeed limits head nurses’ freedom and authority to make decisions as a leader. In turn, this lower discretionary room is related to lower levels of job satisfaction. Interestingly, our findings also indicate that when head nurses are autonomously motivated, their red tape perceptions are less strongly related to their discretionary room and their job satisfaction. In other words, since autonomously motivated head nurses find their work interesting and spontaneously satisfying, their motivation helps them to cope with the presence of red tape. Consequently, organizations should put extra effort into stimulating their workers’ autonomous motivation.
Next, Chapter III reveals that teachers’ red tape perceptions originating from digital tools are positively related to their turnover intentions. Looking deeper into this relationship, we see that being confronted with high levels of red tape originating from digital tools is positively related to emotional exhaustion, which, in turn, is positively related to teachers’ intention to leave their organization. By specifically focusing on the presence of red tape within digital tools, we provide evidence that digitalization is not always a fully positive transformation, as digital tools can also put additional job demands on employees, resulting in negative HR outcomes. Interestingly, we also found evidence suggesting that when school leaders perceive high levels of red tape, the red tape originating from digital tools with which their teachers are confronted is stronger related to the emotional exhaustion and, indirectly, the turnover intentions of these teachers. As our findings reveal that leader red tape amplifies the harmful effects of red tape at a lower organizational level, leaders should pay attention to the signals they send to their subordinates.
Following, Chapter IV provides empirical evidence for a negative indirect relationship between teachers’ red tape perceptions originating from digital tools and their affective commitment, through role ambiguity and work engagement. More specifically, analyses revealed a serial mediation in which red tape originating from digital tools is positively related to role ambiguity, which, in turn, is negatively related to work engagement, which, ultimately, positively relates to affective commitment. This suggests that when teachers experience many pointless and burdensome rules related to the digital learning environment, these teachers can get confused about their job responsibilities and what is expected of them. In turn, this confusion is associated with reduced enthusiasm, energy, and immersion in the job. Subsequently, this lower work engagement is associated with lower emotional attachment to the school.
Lastly, Chapter V explores the relationship between red tape and teachers’ employability competences. Our results provide evidence for a negative relationship between red tape and balance, suggesting that when teachers are confronted with large amounts of red tape, they may, for example, no longer feel that their work efforts are in proportion to what they get in return. Additionally, we found evidence for a negative relationship between red tape and personal flexibility, suggesting that when teachers face high levels of red tape, they experience more difficulty adapting to changes in the labor market. Next, our analyses indicate that perceived impact on work outcomes acts as an underlying mechanism: When teachers are constrained by red tape, it is hard for them to believe that they can influence outcomes at work, which, in turn, is associated with lower levels of balance and personal flexibility. Additionally, we provide empirical evidence that when schools provide sufficient developmental rewards to their teachers, the relationship between teachers’ red tape perceptions and their perceived impact on work outcomes will be less strong, which indirectly also weakens the relationships between red tape and balance and personal flexibility. Consequently, we can conclude that when organizations provide sufficient immaterial inducements, such as participation in decision-making and access to training, employees will feel less constrained by the presence of red tape, and feel therefore better able to influence work outcomes.
Importantly, as past research reveals that red tape’s negative consequences do not significantly differ across different sectors and contexts, we posit that the generalizability of our findings might go beyond the nursing and teaching context. However, it is also important to emphasize that the variables studied in this dissertation were measured only at a single time point. Assumptions about the causality of the relationships found are thus based purely on theoretical arguments.