Human Resource Development Quarterly最新文献

Based on an integration of meta-theoretical perspectives on the “too much of a good thing” effect with psychological demands and resources theories, we propose and test nonlinear relations between the percentage of time people work from home and a variety of important work-related outcomes (i.e., professional isolation, work from home satisfaction, work from home self-efficacy, work performance, job satisfaction). Then, also based on resource theories, we explore whether and how certain work from home resources (i.e., previous experience working from home, appropriate technologies to facilitate working from home, dedicated workspaces) buffer these nonlinear relations. Data on working from home were provided by n = 994 employees in Germany across 32 monthly measurement waves between April 2020 and December 2022. Our results support the general idea that the percentage of time people work from home has nonlinear associations with a variety of important work-related outcomes. However, only in a few cases (i.e., work performance, job satisfaction) do these relations take the form of inverse U-shapes that would be indicative of “too much of a good thing.” Our exploratory analysis suggests that, in several cases, work from home resources can buffer these nonlinear associations. These findings have implications for the continued development of meta-theoretical perspectives on “too much of a good thing” and for employees' and organizations' attempts to make working from home a positive and productive experience.

The unprecedented complexity of today's business and working environment increases the need for leaders and employees to learn new skills, be adaptable, and open to embracing change. New abilities and mindsets emerge, and their evaluation is challenging. This research utilized an exploratory sequential mixed methods design to develop and provide a preliminary validation of a scale measuring individual differences in learning agility (LA) at work. The measure has been tested in Central-Eastern European countries, Italy, and Egypt. Results showed satisfactory reliability and nomological validity. The final scale of 11 items provides HRD researchers and practitioners with a reliable and concise tool suitable for investigating individual differences in LA across different job roles and positions. The scale has been tested in a cross-cultural setting and is available in English, making it especially appropriate for multinational contexts.

Drawing upon role identity theory and human capital theory, this study explored the role of paternalistic leadership in terms of job performance. Empirical analyses were performed based on a field investigation involving agents from three large insurance companies in Taiwan. The analyses first showed that benevolent leadership indirectly influenced job performance only through strategy role commitment, while authoritarian, benevolent, and moral leadership indirectly influenced job performance through affective dependence. Second, strategy role commitment influenced job performance directly and indirectly through learning goal orientation, whereas affective dependence influenced job performance indirectly only through learning goal orientation. Third, management position positively moderated the positive effects of strategy role commitment on both learning goal orientation and job performance. Last, theoretical and practical implications were discussed based on the results.

Based on social identity theory, the current study investigated the effects of organizational socialization strategies on newcomers' team identity and organizational identity. The study also examined the mediating role of perceived social validation and the moderating role of person-group fit. Using a time-lagged (three-wave) field survey, data were collected from 350 newcomers working in numerous organizations. The findings suggested that organizational socialization of newcomers was positively related to their perceived social validation (2 months later), which in turn was positively related to team identity and organizational identity (4 months later). Moreover, person-group fit significantly moderated the relationship of social validation with team identity, such that the relationship was stronger when person-group fit was high. The findings indicate that team identity and organizational identity can be developed among newcomers through the use of effective socialization strategies and social validation.

Utilizing insights from team regulation theory and social cognitive theory, this research conducted empirical testing through a field survey involving engineering teams. This research is significant as it inspires teams to effectively harness their learning capacity, thereby enhancing collective motivation for future success. The results showed (1) collective learning efficacy mediated the negative relationship between negative learning emotions and team performance, (2) collective learning efficacy mediated the positive relationship between learning goal orientation and team performance, and (3) relationship conflict moderated the relationship between negative learning emotions and collective learning efficacy. Team leaders can employ strategies to reignite team workers' enthusiasm for enhancing learning goal orientation and to redirect their focus away from negative emotional states. These efforts can lead to enhanced collective learning efficacy and overall performance.