Pub Date : 2022-07-29DOI: 10.1108/ejtd-12-2021-0203
Rita A. Gardiner, Wendy Fox-Kirk, Syeda Tuba Javaid
Purpose This paper aims to examine the ways in which discourses of talent management (TM) reinforce and perpetuate structural barriers of exclusion and discrimination. The argument is made that dominant TM discourses must be interrogated if authentic talent development (ATD) practices are to succeed. This interrogation will require a shift from an organizational emphasis on talent identification towards ATD’s focus on talent cultivation. Design/methodology/approach A conceptual approach is used to critically analyse TM discourses to assess the degree to which they are inclusive. Building upon the work of Debebe (2017), an alternative ATD approach is suggested that, together with the novel concept of authentic otherness, may enable scholars and practitioners to reflect upon current organizational practices and devise new approaches that encourage talent cultivation in diverse employees. This, in turn, may foster a greater sense of organizational belonging. Findings Findings identify a number of ways in which organizational norms and structures are maintained and perpetuated through dominant, mainstream TM practices. This hinders ATD for many due to social ascription processes. By exploring the concept of “authentic otherness” (Gardiner, 2017), alongside Debebe’s (2017) approach to ATD, the argument is made that systemic inequities in the workplace may be addressed when we create conditions to support the cultivation of talent for all employees. Originality/value This paper builds on recent arguments in the critical TM literature concerning the exclusionary nature of mainstream TM practices in organizations. The concept of authentic otherness is clarified and defined with a view to using this new term as a heuristic device to encourage a reflective understanding of how ATD practices can be developed.
{"title":"Exploring the authenticity, or lack thereof, of the discourse of talent management","authors":"Rita A. Gardiner, Wendy Fox-Kirk, Syeda Tuba Javaid","doi":"10.1108/ejtd-12-2021-0203","DOIUrl":"https://doi.org/10.1108/ejtd-12-2021-0203","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine the ways in which discourses of talent management (TM) reinforce and perpetuate structural barriers of exclusion and discrimination. The argument is made that dominant TM discourses must be interrogated if authentic talent development (ATD) practices are to succeed. This interrogation will require a shift from an organizational emphasis on talent identification towards ATD’s focus on talent cultivation.\u0000\u0000\u0000Design/methodology/approach\u0000A conceptual approach is used to critically analyse TM discourses to assess the degree to which they are inclusive. Building upon the work of Debebe (2017), an alternative ATD approach is suggested that, together with the novel concept of authentic otherness, may enable scholars and practitioners to reflect upon current organizational practices and devise new approaches that encourage talent cultivation in diverse employees. This, in turn, may foster a greater sense of organizational belonging.\u0000\u0000\u0000Findings\u0000Findings identify a number of ways in which organizational norms and structures are maintained and perpetuated through dominant, mainstream TM practices. This hinders ATD for many due to social ascription processes. By exploring the concept of “authentic otherness” (Gardiner, 2017), alongside Debebe’s (2017) approach to ATD, the argument is made that systemic inequities in the workplace may be addressed when we create conditions to support the cultivation of talent for all employees.\u0000\u0000\u0000Originality/value\u0000This paper builds on recent arguments in the critical TM literature concerning the exclusionary nature of mainstream TM practices in organizations. The concept of authentic otherness is clarified and defined with a view to using this new term as a heuristic device to encourage a reflective understanding of how ATD practices can be developed.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83135169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-26DOI: 10.1108/ejtd-02-2022-0016
B. Joo, Jeong-ha Yim, Young Sim Jin, Soo Jeoung Han
Purpose This study aims to investigate the relationship between empowering leadership and employee creativity and the mediating roles of work engagement and knowledge sharing in this relationship. Design/methodology/approach Using the results of a survey of 302 knowledge workers from a leading telecommunications company in South Korea, the relationships among the variables empowering leadership, work engagement and knowledge sharing on employee creativity were analyzed using conducted confirmatory factor analysis and structural equation modeling. This study conducted bootstrap analyses to test the mediating effects. Findings Empowering leadership was positively and significantly associated with work engagement and knowledge sharing. Work engagement was significantly related to knowledge sharing and employee creativity. In turn, knowledge sharing was significantly associated with employee creativity. The direct effect of empowering leadership on employee creativity was nonsignificant, but this study found a significant indirect effect of empowering leadership on employee creativity via the significant mediating roles of work engagement and knowledge sharing. Originality/value This study introduced empowering leadership that may work for knowledge workers who create new ideas by analyzing data from the knowledge workers’ perceptions of their leaders in the workplace. The intuitive linkage between work engagement and knowledge sharing was empirically verified in this study. This study’s findings and implications provide direction for knowledge workers and how their managers should support employees’ work environment and activities.
{"title":"Empowering leadership and employee creativity: the mediating roles of work engagement and knowledge sharing","authors":"B. Joo, Jeong-ha Yim, Young Sim Jin, Soo Jeoung Han","doi":"10.1108/ejtd-02-2022-0016","DOIUrl":"https://doi.org/10.1108/ejtd-02-2022-0016","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the relationship between empowering leadership and employee creativity and the mediating roles of work engagement and knowledge sharing in this relationship.\u0000\u0000\u0000Design/methodology/approach\u0000Using the results of a survey of 302 knowledge workers from a leading telecommunications company in South Korea, the relationships among the variables empowering leadership, work engagement and knowledge sharing on employee creativity were analyzed using conducted confirmatory factor analysis and structural equation modeling. This study conducted bootstrap analyses to test the mediating effects.\u0000\u0000\u0000Findings\u0000Empowering leadership was positively and significantly associated with work engagement and knowledge sharing. Work engagement was significantly related to knowledge sharing and employee creativity. In turn, knowledge sharing was significantly associated with employee creativity. The direct effect of empowering leadership on employee creativity was nonsignificant, but this study found a significant indirect effect of empowering leadership on employee creativity via the significant mediating roles of work engagement and knowledge sharing.\u0000\u0000\u0000Originality/value\u0000This study introduced empowering leadership that may work for knowledge workers who create new ideas by analyzing data from the knowledge workers’ perceptions of their leaders in the workplace. The intuitive linkage between work engagement and knowledge sharing was empirically verified in this study. This study’s findings and implications provide direction for knowledge workers and how their managers should support employees’ work environment and activities.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85759088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-20DOI: 10.1108/ejtd-02-2022-0013
Kyung-hee Park, Nan Luo
Purpose This study aims to demonstrate whether the educational mismatch prevalent in society can be overcome by various types of lifelong learning and whether lifelong learning can contribute to job satisfaction. Design/methodology/approach The participants were 2,559 young Korean employees who graduated from general or specialized vocational high school. This study applied structural equation modeling to verify the mediating effects of lifelong learning on the relationship between educational mismatch and job satisfaction. In addition, this study compared whether the conceptual model results were applied to those who graduated from general school and specialized vocational school through multigroup analysis. Findings Regarding the horizontal mismatch, the mediating effect of lifelong learning correlated with job satisfaction was significantly measured in all multigroup models, including the conceptual model. Nevertheless, regarding the vertical mismatch, this study confirmed that informal learning influences job satisfaction differently according to the type of high school from which employees graduated. Furthermore, for those who graduated from specialized vocational school, the relationship between vertical mismatch and job satisfaction was significantly indicated. However, there was no influence of informal learning at the workplace. Originality/value This study empirically demonstrated the alternative value of lifelong learning in overcoming the preceding educational mismatch. Moreover, the evidence that such lifelong learning effects may vary depending on the vocational education experiences before entering the labor market is valuable.
{"title":"Relationship between educational mismatches and job satisfaction: evidence from Korean young employees’ lifelong learning","authors":"Kyung-hee Park, Nan Luo","doi":"10.1108/ejtd-02-2022-0013","DOIUrl":"https://doi.org/10.1108/ejtd-02-2022-0013","url":null,"abstract":"\u0000Purpose\u0000This study aims to demonstrate whether the educational mismatch prevalent in society can be overcome by various types of lifelong learning and whether lifelong learning can contribute to job satisfaction.\u0000\u0000\u0000Design/methodology/approach\u0000The participants were 2,559 young Korean employees who graduated from general or specialized vocational high school. This study applied structural equation modeling to verify the mediating effects of lifelong learning on the relationship between educational mismatch and job satisfaction. In addition, this study compared whether the conceptual model results were applied to those who graduated from general school and specialized vocational school through multigroup analysis.\u0000\u0000\u0000Findings\u0000Regarding the horizontal mismatch, the mediating effect of lifelong learning correlated with job satisfaction was significantly measured in all multigroup models, including the conceptual model. Nevertheless, regarding the vertical mismatch, this study confirmed that informal learning influences job satisfaction differently according to the type of high school from which employees graduated. Furthermore, for those who graduated from specialized vocational school, the relationship between vertical mismatch and job satisfaction was significantly indicated. However, there was no influence of informal learning at the workplace.\u0000\u0000\u0000Originality/value\u0000This study empirically demonstrated the alternative value of lifelong learning in overcoming the preceding educational mismatch. Moreover, the evidence that such lifelong learning effects may vary depending on the vocational education experiences before entering the labor market is valuable.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81392509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose Drawing on the work design growth model (WDGM), this paper aims to explore the relationship between job complexity and employee creativity through feedback-seeking and the moderating effect of team leaders with a growth creative mindset. Design/methodology/approach The authors used an online survey to test the hypotheses. Data was collected in three waves from 74 supervisors and 349 paired employees in China. Findings Job complexity had a positive association with employees’ feedback-seeking, which further linked to employee creativity. This indirect effect was stronger in work teams with leaders endorsing a growth creative mindset. Practical implications Job complexity has become prevalent in organizations today. Taking daily complexity as a resource for nurturing employee creativity may balance organizations’ costs on formal training and give them more initiatives in long-term development. In addition, as the growth creative mindset is relatively easy to assess and change, it may bring insights in terms of creativity development. Originality/value By empirically testing the behavioural mechanism of WDGM, the learning and development perspective of work design offers a new explanation of the relationship between job complexity and employee creativity. The authors further extend WDGM by identifying leaders’ growth creative mindset to be a boundary condition.
{"title":"How job complexity fosters employee creativity: a contextualized growth perspective and the mechanism of feedback-seeking","authors":"W. Yang, Jinqiang Zhu, Shiyong Xu, Yanjun Liu, Dongying Luo, Yixiao Wang, Jia Yu","doi":"10.1108/ejtd-03-2022-0024","DOIUrl":"https://doi.org/10.1108/ejtd-03-2022-0024","url":null,"abstract":"\u0000Purpose\u0000Drawing on the work design growth model (WDGM), this paper aims to explore the relationship between job complexity and employee creativity through feedback-seeking and the moderating effect of team leaders with a growth creative mindset.\u0000\u0000\u0000Design/methodology/approach\u0000The authors used an online survey to test the hypotheses. Data was collected in three waves from 74 supervisors and 349 paired employees in China.\u0000\u0000\u0000Findings\u0000Job complexity had a positive association with employees’ feedback-seeking, which further linked to employee creativity. This indirect effect was stronger in work teams with leaders endorsing a growth creative mindset.\u0000\u0000\u0000Practical implications\u0000Job complexity has become prevalent in organizations today. Taking daily complexity as a resource for nurturing employee creativity may balance organizations’ costs on formal training and give them more initiatives in long-term development. In addition, as the growth creative mindset is relatively easy to assess and change, it may bring insights in terms of creativity development.\u0000\u0000\u0000Originality/value\u0000By empirically testing the behavioural mechanism of WDGM, the learning and development perspective of work design offers a new explanation of the relationship between job complexity and employee creativity. The authors further extend WDGM by identifying leaders’ growth creative mindset to be a boundary condition.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83947365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1108/ejtd-01-2022-0004
Binh Pham-Duc, Trung Tran, Dung Huu Hoang, Chau Bao Do
Purpose This paper aims to analyze the development of global human resource development (HRD) articles published in journals indexed in the Scopus database since 1960s until present time. Design/methodology/approach A publication collection of 1,905 articles collected from the Scopus database was downloaded and analyzed by using bibliometric techniques available in the VOSviewer and Biblioshiny software. Findings Three different development stages of HRD research have been identified: a seeding stage between 1962 and 1989, a growth stage between 1990 and 2007 and a development stage from 2008 onward. The USA and the UK were the biggest contributors who participated to 30.02% and 12.55% of articles in the collection and received 43.82% and 19.54% of the total number of citations, respectively. Scholars with the most publications and citations are mostly from the USA and the UK, and nine over ten most cited articles having first author’s affiliation located there. Emerald Group is the most popular publishing house, as five over ten most popular journals belong to this publishing house. Originality/value After six decades of development, it is necessary to examine the evolution of HRD research, its characteristics and its intellectual framework as this type of analysis is not yet available in the literature. This study helps scholars better understand this research field, as well as better prepare for future work in HRD.
{"title":"Global scientific literature on human resource development: a bibliometric analysis using Scopus database","authors":"Binh Pham-Duc, Trung Tran, Dung Huu Hoang, Chau Bao Do","doi":"10.1108/ejtd-01-2022-0004","DOIUrl":"https://doi.org/10.1108/ejtd-01-2022-0004","url":null,"abstract":"\u0000Purpose\u0000This paper aims to analyze the development of global human resource development (HRD) articles published in journals indexed in the Scopus database since 1960s until present time.\u0000\u0000\u0000Design/methodology/approach\u0000A publication collection of 1,905 articles collected from the Scopus database was downloaded and analyzed by using bibliometric techniques available in the VOSviewer and Biblioshiny software.\u0000\u0000\u0000Findings\u0000Three different development stages of HRD research have been identified: a seeding stage between 1962 and 1989, a growth stage between 1990 and 2007 and a development stage from 2008 onward. The USA and the UK were the biggest contributors who participated to 30.02% and 12.55% of articles in the collection and received 43.82% and 19.54% of the total number of citations, respectively. Scholars with the most publications and citations are mostly from the USA and the UK, and nine over ten most cited articles having first author’s affiliation located there. Emerald Group is the most popular publishing house, as five over ten most popular journals belong to this publishing house.\u0000\u0000\u0000Originality/value\u0000After six decades of development, it is necessary to examine the evolution of HRD research, its characteristics and its intellectual framework as this type of analysis is not yet available in the literature. This study helps scholars better understand this research field, as well as better prepare for future work in HRD.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78149111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1108/ejtd-02-2022-0022
R. P. Andoh, E. Annan-Prah, E. Owusu, Paul Mensah Agyei
Purpose Training evaluation is an important part of training programs and evaluating the reactions of trainees is of immense value, but there are few studies on this level of evaluation, as it is a neglected area of research. More so, when trainee reactions to training are poor, human resource managers together with learning and development professionals are able to improve on training programs. Nonetheless, no study has focussed on the aversions of trainees to training, and so this study aims to investigate the aversions of trainees regarding employee training. Design/methodology/approach This study uses the exploratory research design and obtains data from trainees in an online survey using an open-ended question. Thematic text analyses of the statements of 118 respondents are performed using a two-level coding process. Findings A total of 15 first-level codes are identified from the texts and categorized into five second-level codes. Further analyses culminate in the identification of two broad themes; trainers’ presentation aversions and organization of training aversions. Practical implications Attention must be given to the aversions of trainees in the training evaluation literature. This is because of the considerable amount of information that can be generated and based on that, identify the weaknesses inherent in employee training programs and ultimately improve this critical human resource function within organizations. In attending to the trainee aversions, the least and most reported should be resolved holistically for training objectives to be achieved. Originality/value Trainee reaction studies are scarce in the training literature. In addition, most of the existing trainee reaction studies focus on satisfaction while using closed-ended questionnaires. To the best of the authors’ knowledge, this is the first study that focuses on the aversions of trainees and which uses an open-ended question.
{"title":"Trainees’ aversions of employee training programs","authors":"R. P. Andoh, E. Annan-Prah, E. Owusu, Paul Mensah Agyei","doi":"10.1108/ejtd-02-2022-0022","DOIUrl":"https://doi.org/10.1108/ejtd-02-2022-0022","url":null,"abstract":"\u0000Purpose\u0000Training evaluation is an important part of training programs and evaluating the reactions of trainees is of immense value, but there are few studies on this level of evaluation, as it is a neglected area of research. More so, when trainee reactions to training are poor, human resource managers together with learning and development professionals are able to improve on training programs. Nonetheless, no study has focussed on the aversions of trainees to training, and so this study aims to investigate the aversions of trainees regarding employee training.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses the exploratory research design and obtains data from trainees in an online survey using an open-ended question. Thematic text analyses of the statements of 118 respondents are performed using a two-level coding process.\u0000\u0000\u0000Findings\u0000A total of 15 first-level codes are identified from the texts and categorized into five second-level codes. Further analyses culminate in the identification of two broad themes; trainers’ presentation aversions and organization of training aversions.\u0000\u0000\u0000Practical implications\u0000Attention must be given to the aversions of trainees in the training evaluation literature. This is because of the considerable amount of information that can be generated and based on that, identify the weaknesses inherent in employee training programs and ultimately improve this critical human resource function within organizations. In attending to the trainee aversions, the least and most reported should be resolved holistically for training objectives to be achieved.\u0000\u0000\u0000Originality/value\u0000Trainee reaction studies are scarce in the training literature. In addition, most of the existing trainee reaction studies focus on satisfaction while using closed-ended questionnaires. To the best of the authors’ knowledge, this is the first study that focuses on the aversions of trainees and which uses an open-ended question.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74179059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.1108/ejtd-01-2022-0006
Um E. Rubbab, S. M. M. R. Naqvi, M. Irshad, Ramsha Zakariya
Purpose The research linking organizational change-oriented activities with employee voice behavior is still in its initial stages. This study aims to contribute to this line of research by proposing felt obligation for constructive change, an underlying mechanism through which supervisory delegation enhances teachers’ voice behavior. Design/methodology/approach This study tested the interactive effect of felt obligation for constructive change and voice climate on teachers’ voice behavior. The proposed model is supported by proactive motivation theory which states that environmental factors lead to motivational states which further result in employee proactive behaviors. In this study, 415 teachers with their 74 supervisors (head of departments) from educational institutes completed the surveys. Structural equation modeling was used to find the results. Findings The results supported the mediation and moderation hypotheses, which proved that felt obligation for constructive change mediates the relationship between supervisory delegation and teachers’ voice behavior, and voice climate moderates the relationship between felt obligation for constructive change and teacher voice behavior. Practical implications This paper will provide an insight to the practitioners about the role of supervisory delegation for engagement in employee voice. This paper will also help managers understand that the workplace effectiveness can be enhanced by creating opportunities for employees to voice their concern. Originality/value This study recommends that head of departments at the workplace should cultivate an environment that is conducive for their faculty for engaging in voice behavior for improved functioning of educational institutes. Findings provide an insightful approach on organizational strategies in the form of supervisory delegation to trigger voice behavior among employees to meet the uncertainty of the ever-changing business environment.
{"title":"Impact of supervisory delegation on employee voice behavior: role of felt obligation for constructive change and voice climate","authors":"Um E. Rubbab, S. M. M. R. Naqvi, M. Irshad, Ramsha Zakariya","doi":"10.1108/ejtd-01-2022-0006","DOIUrl":"https://doi.org/10.1108/ejtd-01-2022-0006","url":null,"abstract":"\u0000Purpose\u0000The research linking organizational change-oriented activities with employee voice behavior is still in its initial stages. This study aims to contribute to this line of research by proposing felt obligation for constructive change, an underlying mechanism through which supervisory delegation enhances teachers’ voice behavior.\u0000\u0000\u0000Design/methodology/approach\u0000This study tested the interactive effect of felt obligation for constructive change and voice climate on teachers’ voice behavior. The proposed model is supported by proactive motivation theory which states that environmental factors lead to motivational states which further result in employee proactive behaviors. In this study, 415 teachers with their 74 supervisors (head of departments) from educational institutes completed the surveys. Structural equation modeling was used to find the results.\u0000\u0000\u0000Findings\u0000The results supported the mediation and moderation hypotheses, which proved that felt obligation for constructive change mediates the relationship between supervisory delegation and teachers’ voice behavior, and voice climate moderates the relationship between felt obligation for constructive change and teacher voice behavior.\u0000\u0000\u0000Practical implications\u0000This paper will provide an insight to the practitioners about the role of supervisory delegation for engagement in employee voice. This paper will also help managers understand that the workplace effectiveness can be enhanced by creating opportunities for employees to voice their concern.\u0000\u0000\u0000Originality/value\u0000This study recommends that head of departments at the workplace should cultivate an environment that is conducive for their faculty for engaging in voice behavior for improved functioning of educational institutes. Findings provide an insightful approach on organizational strategies in the form of supervisory delegation to trigger voice behavior among employees to meet the uncertainty of the ever-changing business environment.\u0000","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86313918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1108/ejtd-01-2022-0002
Lei Xie, Jonathan Wilson, Todd Sherron
Purpose
The empirical findings of the roles of emotions in teams are mixed. This study, a scoping literature review, aims to synthesize extant research on the roles of emotions in work teams and offers future research directions.
Design/methodology/approach
Sixty-nine empirical studies from the past ten years (2012 to 2021) were identified and reviewed. The authors then analyzed these 69 papers based on their research design, focus and nomological network of emotions.
Findings
The authors found that there is a clear increasing research trend of studying emotions in a team setting. In the extant literature, team emotions were studied from three major perspectives: emotions, emotional management and emotion measurement. The authors also summarized findings into the nomological network of team emotions. Last but not least, future research directions regarding the research context, focus and design and analysis were recommended.
Originality/value
The role of emotions in teams has not been extensively reviewed or synthesized, and the empirical findings are mixed. This paper synthesized the role of emotions in teams and critical factors that affect emotions in teams. In particular, the research recommendations for critical human resource development scholars cover three aspects: research context advancement, research focus advancement and research design and analysis advancement.
{"title":"Emotion in teams: a scoping literature review","authors":"Lei Xie, Jonathan Wilson, Todd Sherron","doi":"10.1108/ejtd-01-2022-0002","DOIUrl":"https://doi.org/10.1108/ejtd-01-2022-0002","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The empirical findings of the roles of emotions in teams are mixed. This study, a scoping literature review, aims to synthesize extant research on the roles of emotions in work teams and offers future research directions.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Sixty-nine empirical studies from the past ten years (2012 to 2021) were identified and reviewed. The authors then analyzed these 69 papers based on their research design, focus and nomological network of emotions.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The authors found that there is a clear increasing research trend of studying emotions in a team setting. In the extant literature, team emotions were studied from three major perspectives: emotions, emotional management and emotion measurement. The authors also summarized findings into the nomological network of team emotions. Last but not least, future research directions regarding the research context, focus and design and analysis were recommended.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The role of emotions in teams has not been extensively reviewed or synthesized, and the empirical findings are mixed. This paper synthesized the role of emotions in teams and critical factors that affect emotions in teams. In particular, the research recommendations for critical human resource development scholars cover three aspects: research context advancement, research focus advancement and research design and analysis advancement.</p><!--/ Abstract__block -->","PeriodicalId":46786,"journal":{"name":"European Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139760804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1108/ejtd-05-2022-0058
Yonjoo Cho, R. Grenier, P. Williams
Purpose The purpose of this paper is to offer a collection of articles that explore some of the many innovative approaches to qualitative inquiry and to challenge HRD scholars and practitioners to consider using innovative approaches in their work. In doing so, qualitative research in HRD can better capture and honour voices, experiences and meaning making of individuals, teams, organizations and communities. Design/methodology/approach Using Lê and Schmid’s (2022) definition of innovation in qualitative research, the authors selected four innovative approaches to qualitative research that have the potential to enhance HRD research and practice: use of multiple-case study designs in case study research in HRD, a new take on critical incident technique, a narrative approach of testimonio and a visual approach of participant photography. Findings Innovative approaches to qualitative research in this special issue include a review of case study research in HRD by Tkachenko et al., a new take on the familiar critical incident technique of Watkins et al., a narrative approach to testimonio by Salcedo et al. and a visual approach to participant photography by Hurtienne et al. The last article, by Grenier et al., addresses the implications of these articles to the field of HRD and points to additional directions for innovative qualitative approaches that can help to understand and create more inclusive, democratic and just organizations. Research limitations/implications The articles in this special issue are intended to spark a dialogue about the meaning of innovation in qualitative research in HRD. It also can serve as an impetus for considering how innovative approaches to qualitative research can better tackle questions that come from the new normal of the workplace, society and diverse contexts. Practical implications This special issue will give HRD scholars and practitioners a realistic, practical view on how innovation in qualitative research can help in exploring specific problems in the workplace. The articles will offer a glimpse into how specific social complex issues can be explored and addressed through innovative approaches, new and tried/modified, to qualitative inquiry. Originality/value Four articles introduce new and tried/modified qualitative methods, and their value is in prompting HRD scholars and practitioners to consider some of the innovative approaches in exploring, understanding and transforming the workplace. The final article is a review of more innovative qualitative approaches for HRD scholars and practitioners to understand complex organizational phenomena and promote positive and inclusive change accordingly.
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Pub Date : 2022-06-10DOI: 10.1108/ejtd-11-2021-0185
Leigh Settlemoir Dzwik, Sunyoung Park
Purpose
The purpose of this study is to explore unionization’s impact on university department chairs for academic human resource decision-making in terms of faculty hiring; re-employment, promotion and tenure; other faculty evaluation decisions; and discipline and discharge.
Design/methodology/approach
The subjects were department chairs with more than one year of experience in institutions with faculty bargaining units in the USA. Half of the department chairs were members of the bargaining unit and half were not members of the bargaining unit. T-test and Chi square statistics were used to examine and compare 136 chair responses.
Findings
While there were significant differences between the groups when making all academic human resource decisions based on role affiliation, there was a weak identification as a bargaining unit member. There was no difference between groups when determining how the participants perceived the process rules, and the majority of the responses indicated membership in the union does not complicate making academic human resource decisions.
Originality/value
Based on these findings, this study provides the first empirical evidence against a long-held administrative belief department chairs should not be unionized as they will side with union colleagues in difficult academic human resource cases. The findings of this study also produce three key recommendations for practice and faculty development.
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