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The Role of Employee Stock Purchase Plans — Gift and Incentive? Evidence from a Multinational Corporation

Bryson, A; Freeman, RB; (2019) The Role of Employee Stock Purchase Plans — Gift and Incentive? Evidence from a Multinational Corporation. British Journal of Industrial Relations , 57 (1) pp. 86-106. 10.1111/bjir.12420. Green open access

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Abstract

Employee share purchase plans (ESPPs) give free or discounted shares of stock to workers who buy shares in the hope that the greater share ownership will retain workers, build loyalty and raise productivity, as in gift exchange models. Using measures of workers’ organizational loyalty and sense of ownership in a multinational firm that puts the ESPP at the heart of its compensation policy, we find that workers who join the ESPP have lower turnover intentions and do less on‐the‐job search than others, motivated in part by gift exchange reciprocity, and also respond to the group incentive of ownership with greater work effort, longer hours, and lower absence rates. Workers in workplaces with high perceived rates of ESPP participation are more likely to intervene against shirkers. The results appear robust to the selectivity of who joins the ESPP. The mix of gifting shares to workers who buy shares and the group incentive of ownership makes ESPPs a unique dual form of compensation.

Type: Article
Title: The Role of Employee Stock Purchase Plans — Gift and Incentive? Evidence from a Multinational Corporation
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/bjir.12420
Publisher version: https://doi.org/10.1111/bjir.12420
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10047962
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