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Procedia Economics and Finance 33 (2015) 468 476

7th International Conference, The Economies of Balkan and Eastern Europe Countries in the
changed world, EBEEC 2015, May 8-10, 2015

The impact of career satisfaction on job performance in accounting

firms. The mediating effect of general competencies
Panagiotis Trivellasa*, Nikolaos Kakkosb, Nikos Blanasb, Ilias Santouridisb
a

Department of Logistics Management, TEI of Central Greece, 1st km Old Nat. Rd Thiva-Athens, 32200, Greece.
b
Department of Accounting & Finance, TEI of Thessaly, 41110, Larisa, Greece.

Abstract
This paper outlines the critical role of employees general competencies in the link between career satisfaction and job outcomes
(performance) in accounting firm services (accounting offices). Career satisfaction is an internally defined career success
outcome. General competencies embrace abilities such as prioritizing, learning new things, coming-up with new ideas and
solutions, working productively with others. The discussion arises primarily based on the considerable theoretical vagueness and
empirical inconclusiveness in the existing literature concerning general competencies mechanisms and their contribution. As of
interest to resolve this controversy, a research framework is developed in which general competencies act as the mediator
between career success and employee performance in accounting offices. The empirical findings from a survey of 84 employees
in accounting offices in Central Greece confirmed that general competencies exert a mediating effect on the relationship between
career success satisfaction and job performance. The main implication of the findings for accounting managers is that employees
in a career advancement environment are more likely to achieve higher job performance and subsequently effectiveness, as a
result of strengthened general competencies. Thus, specific directions for managerial action have been derived.

2015 The
TheAuthors.
Authors.Published
PublishedbybyElsevier
ElsevierB.V.
B.V.
2015
This is an open access article under the CC BY-NC-ND license
Peer-review
under responsibility of [Department of Accountancy and Finance, Eastern Macedonia and Thrace Institute of
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Technology].
Peer-review under responsibility of Department of Accountancy and Finance, Eastern Macedonia and Thrace Institute of Technology
Keywords: Career Satisfaction; Competencies; Job Satisfaction; Accounting.

* Corresponding author. Tel.: 0030-2262022569; fax: 0030-2262089605.

E-mail address: ptriv@tee.gr, ptrivel@yahoo.com,

2212-5671 2015 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Department of Accountancy and Finance, Eastern Macedonia and Thrace Institute of Technology
doi:10.1016/S2212-5671(15)01730-X

Panagiotis Trivellas et al. / Procedia Economics and Finance 33 (2015) 468 476

469

1. Introduction
Globalization, fierce competition, financial crisis and advances in communication and information technology
trigger changes in the labor market including the recruitment of employees with transferable skills and competencies
that assist their adaptability to successful performance in any environment (Ballout, 2009, p.655). Competencies
can be distinguished in two types: specific, which are essential in order to perform any specific technical or
functional task, and general competencies, which include concepts such as intelligence, information-processing
models, key competencies, and meta-competencies. A number of scholars have confirmed the influence of general
competencies on job-related attitudes such as job satisfaction and performance.
Most scholars explore the antecedents of career outcomes, while only a few research studies have focused on
general competencies and its mechanism contributing to individual effectiveness. The purpose of this study is to
investigate the way in which career satisfaction can improve general competencies for effective work-related
outcomes. In fact, this paper investigates empirically the relationship between career success satisfaction (CS) and
job performance (JP) of organizational members by proposing a mediating role of individual competencies.
The paper is organized as follows. In the first section, the two core concepts, namely, career outcomes, general
competencies and their association to job-related attitudes are discussed. The second section includes the proposed
conceptual model where the likely relationship among its three variables is explained. Subsequently, the research
methodology is introduced followed by the analysis of the results. The next section focuses on the findings and the
conclusions made, while the managerial implications and the limitation of the study are presented at the end.
2. Research Background
2.1. Career Success satisfaction as a driver of the General Competencies obtained over time.
The notion of career success in the relevant literature, suggests the positive work and the psychological outcomes
resulting from ones work related experiences (Seibert and Kraimer, 2001). The construct consists of two
dimensions: an extrinsic (objective) dimension and an intrinsic (subjective) one. The former reflects tangible
outcomes captured by such objective (externally oriented) indicators as pay, job status and job promotion; the latter
is captured by subjective, less observable (rather internally oriented), indicators such as employee job satisfaction,
career satisfaction, perceived career accomplishment and career commitment (Burke, 2001; Poon, 2004; Arthur et
al., 2005). Relating to ones career success satisfaction is an employees competencies developed during different
periods of ones life.
More specifically, competencies developed during higher education, are setting the ground for excellence
referring to ones individual effectiveness at his/her work environment. In such professional context, employees
capabilities and job requirements need to be met. By implication, Allen and his colleagues (2005) developed a
classification of competencies including clusters of cognitive prerequisites that an employee should acquire in order
to be able to carry out tasks in a given substantive area, efficiently (Weinert, 2001). Actually, several scholars
highlight the significant role of specific competences linked closely to a particular profession and/or field specific
skills and knowledge directly applicable to tasks performed at work. Nevertheless, the ever-going changes in labor
market and technological obsolescence can lead to the radical devaluation of specific competencies over time.
In addition to the foregoing specific competencies, there are generic competencies or skills such as the ability to
learn (conceptual competency) or communication and teamwork skills that have been acknowledged as essential for
professional success, too (Thompson et al., 1997). General competencies embrace a range of constructs, such as
intelligence, information-processing models, key competencies, and meta-competencies. These groups of
competencies are characterized by the ability to be applied in different professional contexts and contents and also
support the implementation process of existing specific competencies, including the development of new ones, in
new work circumstances and environments. In light of the above, the following hypothesis has been developed:
Hypothesis 1. Career Success satisfaction exerts a significant positive impact on general competencies

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2.2. Career Success Satisfaction and General Competencies as drivers of Job Performance.
Job performance is a multidimensional construct that has been studied extensively in organisational psychology;
refers to the level of productivity of an individual employee, relative to his or her peers, on several job-related
behaviors and outcomes (Babin and Boles, 1998, p.82). There is yet, no consensus among researchers on how to
conceptualise and operationalise job performance. For example, Farth et al., (1991) captured performance in terms
of quality and quantity. Yousef (1998) suggested the use of quality and productivity of performance while Suliman
(2001) suggested six performance dimensions namely, work skills, duties, enthusiasm, quality and quantity of work
and readiness to innovate. In contrast, Borman and Motowidlo (1997) distinguished job performance into task and
contextual performance. Task performance refers to behaviors involved directly in producing goods/services while
contextual performance includes behaviors that are not directly related to their main task but shape the
organizational, social and psychological context (Werner, 2000); for example, employees that help each other,
cooperate with their supervisors or make suggestions about organizational processes, are engaging in contextual
performance (Van Scotter et al., 2000).
Regarding the notions of employee motivation and job performance, Content motivation theories link the former
to the latter construct (e.g. see Maslow, 1943; Alderfer, 1967). For example Alderfers (1967) Need theory states
that the Satisfaction of three groups of core needs namely, existence, relatedness and growth needs, is what
motivates one to perform well in his/her job. Along the same lines, Arnolds and Boshoff (2000) looked into the
relationship between need satisfaction and employee job performance to conclude that satisfaction with pay has a
significant influence on job performance. Moreover, the satisfaction of growth needs was also found to significantly
influence top managers performance while the satisfaction of relatedness needs from peers was found to have a
significant influence on frontline employees performance. Understanding what all these needs actually are would
offer useful insights into work-related behaviors that increase job performance (Arnolds and Boshoff, 2002). Also,
Process motivation theories such as the Expectancy theory (Vroom, 1964) argue that an employees job performance
is determined by the degree to which attractive rewards are available, so as efforts lead to higher levels of
performance (i.e. first-level outcomes) which in turn, leads to second level outcomes (e.g. praise, friendship, wages).
Yet, the level of performance is based on the degree to which, one values the second-level outcomes.
In light of the above empirical findings, one could well argue that a successful career may bear such satisfactory
benefits or rewards as pay, professional growth and/or peer recognition that are likely to act as an individuals
motivator for job performance. This is clearly reflected in the following hypothesized relationship (H2):
Hypothesis 2. Career Success satisfaction exerts a significant positive impact on job performance
Having argued that ones job performance could be influenced by his/her career success satisfaction, note that
this is likely to be the case for his/her general competencies developed over time, too. To be more specific, in
addition to the discussion on the issue of competencies (see 2.1 above), bear also in mind that several scholars have
put forth integrated conceptual models synthesizing specific and general competencies, in order to meet cognitive,
motivational and social requirements (e.g. see Bloom, 1956; Boyatzis, 1982; Levy-Leboyer, 1996).Yet, general
competencies were thought to actually surpass specific competencies in terms of their applicability, flexibility and
long term scope. Indeed, Abraham and his colleagues (2001) suggested that generic competencies are vital for all
employees regardless of their function or level, while specific competencies are essential in order to perform any
specific task in the organization within a defined technical or functional work area.
Building on this, Allen et al (2005) introduced a conceptual model for the measurement of general competences
consisting of nine broad action categories (directing productive tasks, directing the work of others, planning,
coordination, control, innovation, information management, maintaining relations with personnel, and maintaining
relations with clients) in relation to work circumstances.
Furthermore, other scholars have confirmed the influence of general competencies on such job outcomes as job
performance. For example, Stumpf (2010) found that project leaders competencies are related to job satisfaction
and job satisfaction plays a mediating role in the relationship between leadership competency and project

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471

performance. Similarly, individual competencies including interpersonal understanding, commitment, critical

thinking, persuasiveness and information gathering have been foundalso to contribute to effective nursing
performance (Zhang et al., 2001).Thus, the following hypothesis has been proposed:
Hypothesis 3. General competencies exert a significant positive impact on job performance
Following the rationale of the previous hypotheses, general competences may serve as a mediating factor
between career satisfaction and job performance; therefore, the following hypothesis is put forward:
Hypothesis 4: The relationship between CS and JP is mediated by general competencies.

3. Research Methodology
3.1. Research Model and Instrument
The conceptual framework of the present study is illustrated in figure 1.

H1
Career Success
Satisfaction

General
Competencies

H2

H3
Job
Performance

Fig.1. Research conceptual framework

3.2. Sampling
The field research based on employees in accounting services firms (accounting offices). The resulting sample
comprised 84 valid questionnaires (response rate about 44%). Examining demographics, the 58% of the respondents
are front-line employees and 35% are supervisors (lower hierarchical level). The 65% of the sample are female, 70%
are less than 30 years old, 84% hold at least a university degree and the majority of them (62%) have less than 5
years of working experience. The 74% of the accounting firms participated in the filed research employee less than
10 individuals, thus they belong to the micro-enterprises. The 76% of the respondents have less than 1,200 Euros
monthly salary.
3.3. Questionnaire Design
The research instrument was a structured questionnaire based on a seven-point Likerttype scale, which was
developed to measure knowledge sharing, competencies and job performance.
After an extensive review of Career success research, we concluded to adopt the five-item subjective career
success instrument developed by Greenhaus et al. (1990). This tool is still one of the most widely used and validated
metrics in the career literature (Ballout, 2009). Sample items are: I am satisfied with the success I have achieved in
my career., I am satisfied with the progress I have made toward meeting my overall career goals.
The research instrument developed by Allen et al., (2005) was adopted in our survey to measure general
competencies of higher education graduates. A representative sample of items includes the ability to apply fieldspecific knowledge at work, the ability to come-up with new ideas, and solutions, the ability to wok within a budget,
plan, or guidance, the ability to learn new things, the ability to distinguish major priorities from secondary matters,
and the ability to work productively with others.

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Job performance (JP) scale was the product of a synthesis of three measures capturing individual performance by
using 2-itemsfrom Yousef (1998), 5-items from Suliman (2001) and 1-item by Farth et al (1991). In this way, JP
construct assesses quality, quantity, productivity, individual goal achievement, workingtime available, decisionmaking, suggestions for improvement and overall ability to execute a job. Although self-reported measures tend to
attenuate the results, they have been proved to correlate highly with archival measures (e.g. Boudreau et al., 2001).
Moreover, they are most appropriate when there arent any valid objective measures of performance (or they are not
available to the researcher). Indeed, the literature supports the use of such self-report measures (e.g.Babin and Boles,
1996), which allow researchers to access sensitive areas not traditionally measured by existing measures while
maintaining employee confidence (Kennedy et al., 2001). A number of studies have validated this scale (e.g.
Dekoulou, & Trivellas, 2015; Kakkos & Trivellas 2011; Trivellas, 2011; Trivellas et al., 2010).
We controlled for seven variables-specifically, gender, age, education, work experience, hierarchical level,
monthly salary and firms size that have been found to be significant predictors of job performance. Gender was
assessed as a dichotomous variable. Work experience was measured by the number of years of the respondents total
work experience. Firms size was assessed by the number of employees, and three hierarchical levels were detected
(front-line, middle-level supervisors, and upper management). Regarding salary, self-reported measure was adopted,
in alignment with a number of researchers (Ballout, 2009). As an example, Judge et al.s (1995) detected (in a
sample of 1338 executives) a minor difference (only a 1 per cent deviation) between self-reported salary and
archival salary.
The questionnaire was tested twice before it was released, by ten accountants from different organisations and by
five academics for in depth discussions. They confirmed the cognitive relevance of the questionnaire to accounting
services firms. To ensure the validity of the item translation, an English to Greek translate and back translate
procedure (Brislin, 1970; Laroche et al., 2003) was adopted. The seven-point Likert scale adopted, provides
increased measurement sensitivity and variance extraction (Cooper & Schindler, 1998).

4. Data Analysis and Results

4.1. Principal Component Analysis
Principal Component Analysis (PCA) with normalized varimax rotation was performed and confirmed the unidimensionality of the three main tools. In particular, one principal component was extracted from the Career success
scale, which accounted for over 52% of the total variation. Similarly, a latent factor was emerged (Kaizer criterion),
explaining approximately 55% of the overall variance for the individual competencies construct. Regarding job
performance, more than 65 % of the total variance attributed to the uni-dimensional component calculated.
Table 1. Discriptive statistics and reliability analysis
mean
S.D.
Cronbachs alpha
Items
% variance explained
KMOa
Career satisfaction
3.67
1.307
0.771
5
52.7%
0.658
General competencies
4.26
1.014
0.946
20
55.6%
0.802
Job Performance
4.62
1.045
0.919
8
65.4%
0.886
a
The KaiserMeyerOlkin (KMO) indicator was calculated to assess sample size adequacy. The minimum acceptable level is 0.5. Bartlett's test
of sphericity is significant at p<0.001 for all scales. Valid N=84.

Preceding PCA, the Bartlett sphericity testing on the degree of correlation between the variables (p<0.001) and
the KaiserMeyerOlkin (KMO) index verified the appropriateness of the sample. Cronbachs coefficient alpha was
calculated to test internal reliability of each scale, as recommended by Flynn et al. (1990), ranging approximately
from 0.895 to 0.946. Thus, all sub-scales exhibited well over the minimum acceptable reliability level of 0.7. Table
1 presents descriptive statistics, number of items and reliability analysis indices of all scales. Table 2 presents the
results of Pearsons correlation analysis of the three main variables.
Table 2. Correlation Analysis
Career satisfaction

General competencies

Job performance

Panagiotis Trivellas et al. / Procedia Economics and Finance 33 (2015) 468 476
Career satisfaction
General competencies
0.470***
Job Performance
0.400***
0.286**
* significant at the 0.05 level, ** significant at the 0.01 level, *** significant at the 0.001 level, (N=84).

4.2. Mediated Regression Analysis

Table 3 reports the results of mediated regression analyses. Seven control variables were included in the
analyses namely gender, age, educational level, working experience, hierarchical level, firms size (number of
employees), monthly income. The direct effect of Career Success Satisfaction (CS) on job performance (JP), without
the effect of general competencies as described in hypothesis H2, is shown in Model 1 and it is significant, since the
36.3% of the total variance is explained. CS proved to have a positive statistically significant impact on JP (std.
beta=0.343, p<0.01). Only respondents age and work experience among control variables are statistically associated
with JP. Similarly, testing for hypothesis H1, CS (std. beta=0.4281, p<0.001) is strongly related to general
competencies, explaining 38% of the total variance, as depicted in Model 2.
Following the procedures suggested by Baron and Kenny (1986), the role of general competencies in the
equation is then analyzed by regressing both CS and competencies on JP (Model 3). Compared to Model 1, the
incremental change in adjusted R-square is significant and large (14%, p<0.001). This implies that general
competencies have a strong direct effect on job satisfaction (std. beta=0.251, p<0.01). Model 3 shows also that CS
has significant but minor effect on JP, due to the mediation effect, compared with its direct effect described in
Model 1. In particular, the association of CS with JP is partially mediated by general competencies, because it is still
significant when the effect of competencies is included at the last model. Thus, the mediating model proposed (H4)
is supported.
No serious problems of multi-collinearity exist between the independent variables as Variance Inflation Factors
(VIF) is far below the 3 points limit suggested in Social Sciences literature. The data were examined for outliers,
skewness, kurtosis, and multivariate normality.
Table 3. Regression results pertaining to the relationship between knowledge sharing, competencies and job satisfaction
Dependent variable
Independent variables
Control Variables

Job performance
Model 1
Std. beta

Competencies
Model2
Std. beta

Job performance
Model 3
Std. beta

Gender
0.028
-0.1089
0.055
Age
0.782***
-0.126
0.814***
Educational level
-0.118
0.338**
-0.203
Work experience
-0.556**
-0.131
-0.523**
Hierarchical level
0.103
-0.067
0.120
Firms size (number of employees)
-0.185
-0.071
-0.167
Income
0.020
0.093
-0.003
Mediating effects
Career Success Satisfaction
0.343**
0.428***
0.236*
General competencies
0.251**
Adjusted R square
0.363***
0.380***
0.403***
* significant at the 0.05 level, ** significant at the 0.01 level, *** significant at the 0.001 level, (N=84).

The results indicate that general competencies are the most vital, since they act as a mediator between career
success satisfaction and work-related outcomes. Only through the improvement of general competencies, career
success can influence job performance, confirming the mediation model.
5. Discussion and Conclusions
This study aims to investigate the mediating effect of general competencies on the link between career
satisfaction and job performance. Drawing from a sample of 84 employees of accounting services firms, the
mediation hypothesis is confirmed. That is, CS proved to be a precursor of General Competencies, which in turn
exert a positive impact on job performance. The effects of CS on individual performance can be mainly realized
through the improvement of general competencies.

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Panagiotis Trivellas et al. / Procedia Economics and Finance 33 (2015) 468 476

Findings indicate that employees equipped with high levels of general competencies were proved to yield
enhanced levels of job outcomes, namely job performance. Job related outcomes may reflect employees evaluation
of the job condition regarding among others their salaries, fringe benefits, achievement, autonomy, recognition,
communication, working conditions, job importance, co-workers, degree of professionalism, internal climate,
interpersonal relationships, supervisory support, positive affectivity, job security, workplace flexibility and
teamwork (Rad & Yarmohammadian, 2006). On the other hand, low level of job performance and satisfaction has
frequently been associated with unskilled or inappropriately trained staff, laborious tasks such as documentation,
repetition of duties, tensions within role expectations, role ambiguity, role conflict, feeling overloaded (NavaieWaliser et al. 2004; Koustelios et al., 2003; Illies & Judg, 2003; Blegen, 1993; Thyer, 2003). Following this
argumentation, several scholars report that training guiding the development of general competencies such as
interpersonal relations and communication abilities reinforce employee satisfaction and subsequently individual
performance (Harel & Tzafrir, 1999; Lee et al., 1999). Extending this argument, Hayes (1979) defined competence
as a combination of ability and willingness to do a task, elevating the importance of internal motivation. Thus, a
motivated employee by career success prospects who possesses the relevant competences should be able to apply
his/her skills and abilities to his/her job. Across this line of reasoning, Alder (1991) alleged that systems in which
employees reported higher perceptions of skill variety, task significance, autonomy, and feedback reported higher
levels of satisfaction and internal work motivation.
More specifically, in alignment with content motivation advocates (e.g. Alderfer, 1967; Arnolds and Boshoff,
2002), employees motivation stemming from relatedness and growth needs as reflections of career success
cultivates the development of general competencies such as intelligence, information processing, creativity and
problem-solving capability, which in turn foster job performance. In a similar vein, Process motivation views such
as the Expectancy theory (Vroom, 1964) advance that attractive rewards stimulate efforts for the achievement of
higher performance levels, which in turn, lead to second level outcomes (e.g. praise, friendship, wages).
Therefore, higher job performance is likely to emerge when the talent or the competencies of an employee is
consistent with the personal needs and his/her organizational environment. The talent of a person reflects his/her
values, vision, knowledge, competencies, interest and style while career success and job demands are shaped by role
responsibilities and allocated tasks. Then, career satisfaction climate facilitates the development of new general
competencies or sharpen existing ones, such as inventing new ideas, communicating, interpersonal relationships,
prioritizing, creativity, planning, problem solving, and team working. Still, the advancement of general
competencies drives individual effectiveness expressed by job performance (e.g. Zhang et al., 2001).
Hence, managers in accounting services firms should adopt career satisfaction practices and techniques and
nurture a personal development plan in order to improve employees competency profiles. Competent employees are
one of the utmost important resources in the pursuit of a sustainable competitive advantage building on individual
effectiveness, innovation and creativity.
Future studies could build on and validate the current results by assessing the role of organizational or national
culture (Trivellas, & Dargenidou, 2009a;2009b) in the different profiles of employees competencies as well as
internal environment variables such as motivation, leadership, emotional intelligence and innovativeness (Trivellas,
2011; Trivellas, 2012; Trivellas & Drimoussis,2013; Trivellas et al., 2013; Trivellas & Reklitis, 2014; Trivellas &
Santouridis, 2009).
Acknowledgements
This research has been co-financed by the European Union (European Social Fund-ESF) and Greek national
funds through the Operational Program Education and Lifelong Learning of the National Strategic Reference
Framework (NSRF) Research Funding Program: ARCHIMEDES III. Investing in knowledge society through the
European Social Fund References.
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