Human Resource Development Quarterly最新文献

In Matsuo (2017), an error was published on page 56 under section 3.3.6, where the article reads.

3.3. 6 Unlearning

As described above, the scale of team unlearning developed by Akgun et al. (2006) was modified to measure individual unlearning. The scale consists of belief change (three items) and routine change (three items). The following belief change items were used: “beliefs on technological improvements,” “beliefs on the external environment,” and “beliefs on customer (patient) demand.” The items of routine change are “work methods or procedures,” “methods for gathering and sharing information,” and “decision-making processes or methods.” Respondents were asked to rate the changes in their beliefs and routines in the past year on a 5-point Likert scale (1 = greatly changed, 5 = hardly changed). Cronbach's alpha for unlearning (belief) and unlearning (routine) were .81 and .83, respectively. The average scores for each type of unlearning were used as observable variables.

It should read:

3.3.6 Unlearning

As described above, the scale of team unlearning developed by Akgun et al. (2006) was modified to measure individual unlearning. The scale consists of belief change (three items) and routine change (three items). The following belief change items were used: “beliefs on technological improvements,” “beliefs on the external environment,” and “beliefs on customer (patient) demand.” The items of routine change are “work methods or procedures,” “methods for gathering and sharing information,” and “decision-making processes or methods.” Respondents were asked to rate the changes in their beliefs and routines in the past year on a 5-point Likert scale (1 = hardly changed, 5 = greatly changed). Cronbach's alpha for unlearning (belief) and unlearning (routine) were .81 and .83, respectively. The average scores for each type of unlearning were used as observable variables.

This study examined the relationship between talent management (TM) and employee job-related outcomes in the Indian manufacturing setting. TM practices included talent acquisition, talent development, talent engagement, and talent retention. Employee job-related outcomes of this study included intent to stay, job engagement, affective commitment, job satisfaction, and employee competency. This study used the social exchange theory and a resource-based view as the theoretical underpinnings for the proposed TM model. The role of organizational culture as a moderator was also examined in the study. The sample of the study consisted of 992 full-time employees working in one of the largest textiles and paper manufacturing organizations of India with facilities located in two Indian states. Data were collected online through a questionnaire composed of several existing survey instruments. The response rate for the survey was high (62.98%). The primary method of data analysis was structural equation modeling. The overall relationship between TM and employee job-related outcome was found to be significant and positive. The findings showed that organizational culture is significantly related to TM and employee job-related outcomes. In addition, organizational culture does moderate the relationship between TM and employee job-related outcomes.

Health is complex and involves an interplay of factors. Connected to the complexities of health are those social conditions in which people live. Such conditions are defined as social determinants of health (SDOH). Little research in the areas of SDOH has connected, under a guiding framework, how work and/or working conditions influence employee health. The purpose of our work was to introduce a new term – work determinants of health — and a potentially new line of research within HRD. Work determinants of health (WDOH) were defined as the organizationally attributable employment-related conditions that influence individual and group differences in health risk and health status. Through our review of the HRD literature and neighboring disciplines, we proposed a work experience-based organizing framework of four thematic areas as a starting point and potential structure for understanding WDOH. Those four areas were stress, capacity, the physical and social environment, and meaning in work. Specific implications for HRD including a call for transdisciplinary research and exploring funding opportunities are presented.

Structural equation modeling, often referred to as SEM, is a well-established, covariance-based multivariate method used in Human Resource Development (HRD) quantitative research. In some research contexts, however, the rigorous assumptions associated with covariance-based SEM (CB-SEM) limit applications of the method. An emergent complementary SEM approach, partial least squares structural equation modeling (PLS-SEM), is a variance-based SEM method that provides valid solutions and overcomes several limitations associated with CB-SEM. Despite PLS-SEM's increasing popularity in many social sciences disciplines, the method has yet to gain traction in the field of HRD. An accessible overview of the method, including potential advantages for HRD research and extant methodological advancements, is provided in this article with the goal of encouraging productive dialogue in the field of HRD surrounding the PLS-SEM approach. We present an emergent analytical tool for quantitative HRD research, offer practical guidelines for researchers to consider when selecting a SEM method, and clarify assessment stages and up-to-date evaluation criteria through an illustrative example.

The purpose of the study was two-fold. First, the study tested the claim suggested by Newman et al. (2011) (Human Resource Development Quarterly, 22, 37–47) that data from the Utrecht Work Engagement Scale appears to be redundant with the variance that is uniquely common to job satisfaction, affective organizational commitment, and job involvement. Second, the study tested the hypothesis that the variance in work engagement that is uniquely common to the set of job attitudes studied in Newman et al. is largely positive affect. Analyses not conducted in Newman et al. (2010) (Handbook of Employee Engagement: Perspectives, Issues, Research, and Practice, pp. 43–61) were performed to deconstruct the explained variance in work engagement into commonality coefficients representing all possible subsets of variables. The findings demonstrate that variance uniquely common to job satisfaction, affective organizational commitment, and job involvement did not dominate the regression effect as previously suggested. Further, the study found that almost 50% of the variance that was uniquely common to the job attitudes studied was common with positive affect. The results of this study will help scholars and scholar-practitioners understand the complex relationships between work engagement, job attitudes, and positive affect.

This study responds to the call for a closer analysis of the role that contextual and individual factors play in workplace coaching as a context-sensitive intervention. We build on theories of regulatory focus and training motivation, to propose and examine a model that explains employees' pre-coaching motivation when assigned to workplace coaching. Specifically, we propose that the employees' perception of the organizational coaching context, as either developmental or remedial, contributes to their pre-coaching motivation through employees' situational regulatory focus. Results of a scenario-based experimental study (N = 175) demonstrated that organizational coaching context affects employees' situational regulatory foci beyond their chronic dispositions. Further, the indirect relationship between developmental organizational coaching context and pre-coaching motivation was mediated by employee situational promotion focus. However, we did not find the hypothesized indirect relationship between remedial organizational coaching context and employee pre-coaching motivation via employee situational prevention focus. The study highlights the important role that organizations' management and human resource development personnel play in the “kick-off” of a workplace coaching intervention by shaping the context of coaching assignments prior to coaching. Furthermore, this study emphasizes the importance of including the organization's informal feedback to the employee prior to coaching as a key contractual element that contributes to coachees' pre-coaching motivation. We conclude with implications for future workplace coaching research and practice.

Building upon the job demands–resources framework and employing an interactionist perspective, the purpose of this scholarly work was to investigate the relationship between age-related HR/D practices (being a contextual antecedent) and career commitment (being a personal antecedent), and the interaction between these two, on the one hand, and subjective career experiences, on the other hand. Moreover, elaborating on life-span developmental theories and earlier empirical work on aging at work, this study also examined whether this relationship was moderated by age category (younger workers [<50 years] vs. their older counterparts [≥50 years]). An online self-report questionnaire with thoroughly validated measures was distributed among academic staff employees (N = 139). The results partially supported the specific study assumptions. Concrete, age-related HR/D practices add significantly to academics' subjective career success. Contradictory to our expectations, we could neither find a main effect of career commitment nor for its interaction with age-related HR/D practices in the light of subjective career success. Results from the multigroup analyses indicate that, in reality, the above results may apply only to older academics (≥50 years). Possible explanations for this outcome are discussed. This study extends past career research by applying an interactionist perspective (context: age-related HR/D practices; person: career commitment) approach for explaining subjectively experienced career success. The results of this scholarly work provide useful insights for protecting and further enhancing the sustainability of careers in academia, which is of upmost importance in nowadays' labor markets in this occupational sector.

The emergence of the Occupy movements along with other social movements in 2011 elevated the idea of radically decentralized “leaderless” social movement organizations. We argue that looking at such an alternative, horizontalist form of organizing presents an opportunity to reframe how we understand leadership. This paper illustrates how the coordination of the Occupy London movement was accomplished horizontally in the absence of formal organization, leadership, or authority structures. Using an ethnographic approach, we show how this movement generated a “multimodal” repertoire of protest that included (1) the politically effective occupation of urban space; (2) the ability to deploy symbols as compelling forms of aesthetic questioning; and (3) the creation of politically charged spectacles that allowed the movement to appropriate the news agendas of established broadcast media. The findings of this paper challenge the language of leadership and contribute to understandings of feminist forms of leadership and leaderless organizing by explaining one way that “leadership” occurs in horizontal organizational structures such as social movements. Namely we demonstrate how the modes of space, symbols, and spectacles effectively replace the role of “leader” in the absence of formal organizational structures.