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2.
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Theory Used
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1)
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Career
opportunities for PhD graduates in the knowledge-based economy: case of
Slovenia
One
of the roles of higher education is to integrate education, research, and
innovation through cooperation with a wider community, and to prepare
researchers to work in various areas of society. Due to the strategic role of
higher education in solving socioeconomic problems (Gül et al., 2010, p.
1883), the role of doctoral degrees has changed in recent years a lot.
Traditional doctoral degrees are nowadays confronted with challenges of how
to cope with changes in society (Park, 2005, p. 190), but they are mostly too
specialize meaning that they do not encourage interdisciplinary work and do
not provide a sufficiently broad set of skills required by new societal conditions
(Usher, 2002, p. 10).
Knowledge
society, as well as the knowledge-based economy, require higher education to
enable the doctoralstudents for solving contemporary economic and societal
problems through original research with the emphasis on practical knowledge,
cooperation between higher education and the economy, and social
responsibility (see Table 1). Scott (2015), for example, establishes a close
link between higher education and knowledge society by referring knowledge
societies as ‘graduate societies’, Välimaa and Hoffman (2008, p. 269)
emphasize a broader interpretation by framing the knowledge society in the
context of associations and interactions at various levels and claiming that
“the knowledge society aims to describe a new situation in which knowledge,
information and knowledge production are defining features of relationships
within and among societies, organizations, industrial production and human
lives”.
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2)
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Organizational politics and employee performance in the service
industry: A multi-stakeholder, multi-level perspective.
In particular, we theorize that effectiveness of politically
skilled employees depends on both the political climate within their coworker
group and their relative leader-member exchange (RLMX). Using a sample of
sales representatives from two banks, we found a three-way interaction
whereby employees' political skill is conducive to job performance when the
group's political climate is weak (i.e., coworkers perceive little politics)
and their RLMX is high. On the other hand, employees' political skill
undermines their job performance when the group's political climate is strong
(i.e., coworkers in the group perceive high levels of politics) and their
RLMX is high. Our multilevel theorizing and findings offer additional
insights into the intricate workings of organizational politics.
Organizational politics, defined as “social influence attempts
directed at those who can provide rewards that will help promote or protect
the self-interests of the actor” (Kacmar & Carlson, 1997, p. 629), is a
pervasive phenomenon in the workplace (Kacmar & Baron, 1999).
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3)
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Stuttering
: Stigma and perspectives of disability in organizational communication - Source
The
SSOC model describes the process of stigma as it relates to stuttering in the
workplace, including the factors influencing such stigma as well as
behavioral and psychological outcomes. The theoretical implications of the
SSOC model include its explanatory function for other behaviors associated
with stuttering within organizational communication, its application to other
communication disorders, and its extension to research on disability within
organizations (P.7)
Potentially
compounding the stigma that PWS face in the workplace, scholars across fields
have converged on the importance of effective communication. “Interpersonal
communication is the essence of organization” (Weick, 1987, pp. 97–98). It
has been identified as an essential competency in the global workforce
(Locker & Kaczmarek, 2001) - researchers have identified communication as
essential for building connections within organizations and disseminating
knowledge (Contractor & Monge, 2002). Practitioners also assert the
importance of effective communication. For example, in a study of Silicon
Valley employers, respondents expressed the desire that new hires have
“stronger skills in public speaking, enhanced interpersonal skills, increased
confidence, and improved interviewing skills” (Stevens, 2005, pg. 7).
However, the insistence on a narrow definition of communication effectiveness
in organizational members stigmatizes those with communication related
disabilities, such as stuttering. Practical definitions of what is effective
in communicating may be in contrast to a more objective interpretation of
communication competence, defined simply as the “adequate ability to pass
along or give information; the ability to make known by talking or writing”
(McCroskey & McCroskey, 1988, pg. 109). Members of the workforce who are
impacted by a communication disorder such as stuttering may be overlooked,
underestimated, and discriminated against because of their diminished ability
to engage in what many consider effective communication, even if they are
able to otherwise pass along information. Thus, it is not surprising that
members of the workforce who are unable to live up to the standards of
effective communication face negative employment outcomes, and organizations
may miss out on their abilities to contribute to positive organizational
outcomes.
The
primary purpose of this article is thus to explore the process by which
stigma and negative attitudes develop in response to stuttering, with
particular attention to the organizational context. In order to fulfill this
purpose, we build on the work of Gluszek and Dovidio (2010) and adapt the
Social Process Model of Language Attitudes (Cargile, Giles, Ryan, &
Bradac, 1994) to present a model of Stuttering Stigma in Organizational
Communication (SSOC). Since research on stuttering in the organizational
context has not been conducted to a great degree, we intend to integrate
research from multiple fields adjacent to stuttering and employment. In
addressing the stigma associated with stuttering in organizational
communication, this article seeks to offer a new perspective on communication
and disability. The article is organized as follows: First is an overview of
stuttering, stigma, and its impact on working adults. The sections following
describe the language attitudes model, then present and apply the adapted
SSOC model, extending the theory of the original to stuttering in
organizational communication. Finally, the article discusses how
organizations can reduce stigma and shift perspectives on disability.
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Human
Capital Management – Aspect of The Human Capital Efficiency in University
Education
Bontis (2001),
proposed 3 models, which HC can be measured by. These models are based on the
accounting, but they have not achieved wider application in company practice
due largely subjectivism, uncertainty and lack of reliability.
1. Cost models include the costs of acquiring and
reproducing of HC, including alternative cost.
2. Models of human resource values deal with a
combination of behaviour that can not be expressed financially, along with an
economic value in financial terms.
3. Monetary models estimate future cash earnings of
HC holders.
The
development of any sector in the global and regional level continues apace.
There are being invented new technologies, new equipment, new ways of
financial operations, new services are emerging, quality and complexity of
products and services are constantly increasing - present days are
characteristic and necessarily accompanied by new knowledge in all fields of
human activity. New trends and new knowledge surely arise and must also be
used in the field of application of all processes used and development of
human potential as well as in the field of content and level of interpersonal
relationships. Similarly, as there was previously proclaimed and visible
shift from the philosophy of workforce management to human resource
management philosophy in the past, the current situation in the area of
company management should undergo further philosophical realization shift,
namely from the philosophy of human resource management to philosophy of the
efficient use and development of human potential. While human potential can
be understood as a complex of positive and negative assumptions and
predispositions of employees and company managers. (Blašková, 2011) Human
resource management (HRM) has shifted importance of a person in the
organization as the most company resource, not only as a component in
personnel records. Therefore, it puts emphasis on management and strategic
activities. The development of any sector in the global and regional level
continues apace. There are being invented new technologies, new equipment,
new ways of financial operations, new services are emerging, quality and
complexity of products and services are constantly increasing - present days
are characteristic and necessarily accompanied by new knowledge in all fields
of human activity. New trends and new knowledge surely arise and must also be
used in the field of application of all processes used and development of
human potential as well as in the field of content and level of interpersonal
relationships. Similarly, as there was previously proclaimed and visible
shift from the philosophy of workforce management to human resource
management philosophy in the past, the current situation the area of company
management should undergo further philosophical realization shift, namely
from the philosophy of human resource management to philosophy of the
efficient use and development of human potential.While human potential can be
understood as a complex of positive and negative assumptions and
predispositions of employees and company managers. (Blašková, 2011) Human
resource management (HRM) has shifted importance of a person in the
organization as the most company resource, not only as a component in
personnel records. Therefore, it puts emphasis on management and strategic
activities.
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3)
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Corporate
Social responsibility and human resource management : A systematic review and
conceptual analysis - Source
Garriga
and Melé (2004), the theoretical perspective that scholars adopt to answer
these fundamental challenges and problems influences the roles and
responsibilitiesthey assign to business firms and other actors (e.g.
government, workers, labour unions) in addressing these challenges, and how
they prioritize the allocation of firm resources to the respective functions
(e.g. putting an emphasis either on the economic function, the political function
or the social integrative function of the business firm).
Abusinessorganization
fulfils all of these functions, both as a social systemin itself and as part
of the broader society. For instance, we observed a growing political role of
business in a globalizing environment,where business organizations contribute
to global governance and the production of global public goods (Kaul,
Conceicao, Le Goulven, & Mendoza, 2003; Scherer & Palazzo, 2011).
Recent attention to employee-focused corporate
social responsibility (CSR) and ethical aspects of human resource management
(HRM) has been paralleled by an increased focus on research and practise
linking CSR and HRM (e.g. Brammer,
Millington, & Rayton, 2007; Cooke & He, 2010; Gond, Igalens, Swaen,
& El Akremi, 2011; Morgeson, Aguinis, Waldman, & Siegel, 2013; Shen,
2011; SHRM, 2006). HRM plays a significant role in how CSR is understood, developed and enacted;
similarly, corporations' understandings of social responsibility have
implications for the treatment of workers. Furthermore, both CSR and HRM can
be seen as relevant in understanding the assumptions about the role of the
corporation and the relationship between employer and workers. Thus, it is
not surprising that we observe calls for research on the relationship between
CSR and HRM (CSR–HRM) (e.g. DeNisi, Wilson, & Biteman, 2014). However, despite increasing research activity on the CSR–HRM nexus, a comprehensive examination of the relationship
between these two constructs is yet to be undertaken.We argue that such an
endeavour is relevant and necessary.
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4)
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How
gender matters: A conceptual and process model for family – supportive
supervisor behaviors
Prior to
discussing our theoretical integration and conceptual and process model of
FSSB, it is important to acknowledge a conflation issue in the FSSB
literature and clarify the target of our theorization. Specifically, the
original conceptualization of FSSB (as specific supervisor behaviors)
has been most often measured via subordinate ratings (evaluations) of
their supervisors’ behaviors (e.g., Hammer et al., 2009, 2013), rather than
by more objective means. Subordinate evaluations of FSSB may have different
antecedents than actual FSSB because subordinates’ perceptions, and
subsequent evaluations of their supervisors, may be affected by a variety of
other factors (e.g., liking their supervisor; Sutton, Baldwin, Wood, &
Hoffman, 2013). Given these conflation issues, we clarify that the current
paper focuses on theorizing antecedents of the actual family-supportive behaviors
supervisors enact, withhold, or neglect (not subordinate perceptions or
evaluations). In other words, we seek to answer the question “what leads
supervisors to enact FSSB” rather than “what leads supervisors to be rated
highly on FSSB.”
Managing
work and family demands is a familiar challenge for both men and women
workers in the United States (U.S.). It has been well-documented that individuals
employed in the U.S. workforce occupy multiple work and family roles at any
given time (e.g., U.S. Bureau of Labor Statistics, 2021), with approximately
51% of the U.S. workforce having at least one child under the age of 18 in
2020, 24% of which were women (U.S. Bureau of Labor Statistics, 2021).
Furthermore, the number of dual-earner families (where both parents are
employed) with children under the age of 18 in the U.S. has steadily risen in
recent decades (U.S. Bureau of Labor Statistics, 2008, 2021), and a
substantial number of Americans are providing care for both children and an
elderly individual over the age of 65.
(U.S. Bureau
of Labor Statistics, 2019; Livingston, 2018). Thus, large numbers of U.S.
workers (both men and women) are likely dealing with work-family conflict
(i.e., negative role tensions at the work-family interface; Greenhaus &
Beutell, 1985), the outcomes of which can be undesirable for both individuals
and organizations (e.g., reduced wellbeing, increased stressed, lower performance,
and higher turnover intention; e.g., Amstad, Meier, Fasel, Elfering, &
Semmer, 2011). Increased awareness of the potential negative consequences of
work-family conflict (WFC) led researchers to explore what factors that might
alleviate work-family management challenges. Extant research suggests
provision of specialized supervisor work-family support may have potential
for improving both employee and organizational health and wellbeing (e.g.,
reduced WFC and turnover intention, increased employee engagement and
family-supportive organizational perceptions; Hammer et al., 2009; Hammer,
Kossek, Anger, Bodner, & Zimmerman, 2011; Kossek, Pichler, Bodner, &
Hammer, 2011). To this end, the concept of family-supportive supervision
(supervisory practices directed at the work-family interface, as well as to
the work-nonwork interface more broadly) has emerged in the work-family and
management literature (Hammer, Kossek, Zimmerman, & Daniels, 2007; 2009;
Hammer, Kossek, Bodner, & Crain, 2013; Kossek et al., 2011; Odle-Dusseau,
Hammer, Crain, & Bodner, 2016).
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5)
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Dynamizing
human resoruces: An integrative review of SHRM and dynamic capabilities research
Human
resource management (HRM) systems play a critical role in helping firms
obtain a competitive advantage (Jiang, Lepak, Hu, & Baer, 2012; Ployhart
& Moliterno, 2011) and advance employee well-being (Farndale &
Paauwe, 2018; Guest, 2017; Peccei & Van De Voorde, 2019). While the link
between strategic human resource management (SHRM) and performance is widely
recognized, the intervening mechanisms remain unclear and are seemingly
hidden in a “black box” (Delery & Roumpi, 2017; Guest, 2011;
Jiang, Takeuchi, & Lepak, 2013). Regarding the HRM-performance
connection, research to date has primarily focused on HRM behavioral
mediators, such as collective engagement (Barrick, Thurgood, Smith, &
Courtright, 2015), organizational culture (Ngo & Loi, 2008), and collective
motivation (Zhao & Chadwick, 2014).
In
contrast, in the years following the Wright, Dunford, and Snell (2001)
proposal to combine SHRM and dynamic capabilities (DC), few studies have
considered the specific role of DC in the HRM-performance relationship.
Indeed, a review of the HRM-performance relationship yielded only a few DC as
mediating constructs, with organizational ambidexterity, learning capacity
and human resources (HR) flexibility among the notable exceptions (Jiang et
al., 2013). As Chadwick and Flinchbaugh observe, research on HRM DC “may
be a key but largely overlooked place within the HRM-firm rents causal chain
where persistent firm-level heterogeneity resides” (2021, p. 197). In
this 2021 study, they posit four ways to develop SHRM beyond the general
recommendations of universalistic HRM systems, one of which is gaining a more
in-depth understanding of HRM DC as the mediators of this relationship.
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6)
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Skills-based
volunteering: A systematic literature review of the intersection of skills
and employee volunteering
Skills-based volunteering” has recently entered the corporate
vernacular and is one of the fastest growing trends in corporate citizenship
(CECP, 2020). Take, for instance, a project manager. A traditional employee
volunteer program may invite her to distribute food to people who are
struggling with homelessness, sell tickets to a charity event, or tidy a
local park. Skills-based volunteering, on the other hand, would leverage her
professional skills, such as project planning, quality control, or cost management
to a third sector organization.2 Not only does skills-based volunteering
offer valuable expertise to non-profits, it promises to enhance employee
skills that they can bring back to the workplace (Bengtson, 2020; Letts &
Holly, 2017). Scholars of human resources (HR) have been urging the field to
consider how HR can contribute to sustainable development, play a key
role in executing a firm’s corporate social responsibility (CSR) strategy,
and meet multiple stakeholder needs simultaneously (e.g., De Stefano et al.,
2018; Hewett & Shantz, 2021; Stahl et al., 2020). Skills-based
volunteering is a promising, timely, and practical way to meet these ends:
non-profits benefit by leveraging the skills of volunteers; volunteers
benefit by developing new skills; and firms benefit when employees transfer
their new skills to the workplace. The expertise and responsibility for
employee learning and development rests with HR, and therefore it holds the
key to create synergies among these multiple stakeholders. Although scant
scholarly research has directly focused on these programs (cf. Cook &
Burchell, 2018; McCallum et al., 2013; Steimel, 2018), the broader literature
on employee volunteering indicates the potential for employees to donate and
develop skills while giving back to the community (e.g., Booth et al., 2009;
Caligiuri et al., 2013; Pless & Maak, 2009). This work has largely
demonstrated that skill utilization and development are a boon to employees,
the firm, and non-profits. At a time when organizations are pursuing ways to
accelerate their CSR strategies, and HR scholars and practitioners are
seeking ways to contribute to them (e.g., Stahl et al., 2020), the time is
right to shine a light on skills-based volunteering.
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7)
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About
and beyond leading uniqueness and belongingness : A systematic review of
inclusive leadership research
Accommodating
employees’ need for uniqueness and belongingness in (diverse) work groups –
i.e., ensuring inclusion – is mainly a role of leaders (Nishii & Mayer,
2009). The concept of inclusive leadership was first introduced in 2006 as
“words and deeds by a leader or leaders that indicate an invitation and
appreciation for others’ contributions” (Nembhard & Edmondson, 2006, p.
927) and then further developed into “leaders who exhibit visibility,
accessibility, and availability in their interactions with followers”
(Carmeli et al., 2010, p. 250). More recently, Randel and colleagues
conceptualized inclusive leadership as leadership with a focus on supporting
employees as group members by ensuring justice and equity and providing
shared decision-making opportunities, while encouraging diverse contributions
(Randel et al., 2018). Already, in these three definitions of inclusive
leadership, it is apparent that the focus is on different aspects of
leadership. (P.2)
“Inclusion” has become a buzzword in today’s globalized business
world. Practitioners and researchers alike have embraced inclusion as key for
the sustained competitive advantage of organizations as well as the health and
well-being of their employees. Inclusion is proposed as a distinctive
diversity management approach (Roberson, 2006) that addresses diversity
positively, rather than as a difficulty that needs to be dealt with (Shore et
al., 2009; Zanoni & Janssens, 2007). Inclusion can be enabled by focusing
on the simultaneous satisfaction of employees’ needs for uniqueness and
belongingness (Shore et al., 2011), so that employees can be their unique
selves at work while also experiencing the feeling of being “home.” When
effectively deployed, this model enables organizations to eventually go
beyond the mere acceptance of diversity to provide a fair and equitable
workplace where everyone is treated as an insider (Ainscow & Sandill,
2010; Hope Pelled, Ledford Jr, & Albers Mohrman, 1999). Consequently,
employees can unleash their full potential, respond to challenges,
collaborate with others across boundaries, and improve their workplace
experiences (Ainscow & Sandill, 2010; Holvino, Ferdman, &
Merrill-Sands, 2004; Panicker, Agrawal, & Khandelwal, 2018; Pless &
Maak, 2004; Randel et al., 2018; Roberson, 2006; Shore et al., 2011).
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8)
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The
norm of norms in HRM research : A review and suggestions for future studies
There
is a consensus in research that social norms influence human resource
management (HRM) practices and policies and on how norms are understood,
performed, and/or resisted (Afota, Ollier-Malaterre, & Vandenberghe,
2019; Branine & Pollard, 2010; Kapoutsis, Papalexandris, Thanos, &
Nikolopoulos, 2012; Thacker, 2015). Norms are commonly acknowledged not only
to inform but also to govern—that is, inhibit or enforce—HRM practice and are
therefore frequently referred to in research on the management and
organization of human resources (Feierabend & Staffelback, 2016; Ford,
Atkinson, Harding, & Collinson, 2021; Groen, Wilderom, & Wouters,
2017; Wiggins-Romesburg & Githens, 2018). However, despite the
omnipresence of norms in HRM research, there is no consensus on, let alone
attention paid to, what norms are and what norms do (Hill,
1974). Addressing this lack of a clear and critical understanding of norms,
this review article unpacks the largely taken-for-granted assumptions
concerning the theorization, application, and operationalization of norms in
HRM research and proposes a critical understanding of norms from the
perspective of norm critique to advance the scholarship on HRM.
In
HRM research, norms are commonly understood as a set of largely unwritten
rules that structure, guide, and inform social interactions (Chen, Tsai,
& Hu, 2008; Heap, Barnes, & Weller, 2018; Hebson, Rubery, &
Grimshaw, 2015; Kwon & Farndale, 2020), although this understanding is
seldom clearly defined but, rather, subtly implied. Norms are often
delineated against formal rules and institutional regulations or laws, or in
relation to similar concepts such as values, joint beliefs, and shared
assumptions (Ali, Azim, & Falcone, 1993; Bolton & Laaser, 2020;
Entrekin & Chun, 2001). Broadly, norms are acknowledged to regulate the
societies we live in, the organizations we are employed in, the teams that we
work with, as well as the occupations with which we identify (Bealer &
Bhanugopan, 2014; Hoffmann, 2006; Mishra & Smyth, 2013). More
specifically, societal, organizational, and group norms fundamentally
influence the way HRM practices and policies are interpreted, enacted, and
resisted (Blagoev, Muhr, Ortlieb, & Schrey¨ogg, 2018; Branine &
Pollard, 2010; Carney & Junor, 2014; Charlesworth & Heron, 2012;
Peetz, 2015). Norms are thus a core concern for understanding and theorizing
human behavior and its management in organizations. However, while the concept
of norms is ubiquitous in HRM research, the majority of articles mobilize
this term uncritically, unreflectively, colloquially, and without clear
definition (Boivin, 2016; Grimshaw & Carroll, 2006; Hofstetter &
Harpaz, 2015)
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9)
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Success or growth? Distinctive roles of extrinsic and intrinsic
career goals in high-performance work systems, job crafting, and job
performance
Theoretical contributions, practical implications, and
limitations are discussed as well.
We
apply self-determination theory (Deci et al., 2017; Deci & Ryan, 2000;
Ryan & Deci, 2017) to frame our theoretical model. Self-determination
theory posits that people have three basic needs—competence, relatedness, and
autonomy—and will choose multiple ways to satisfy these needs. Specifically,
goal content theory as one mini-theory of self-determination theory (Ryan
& Deci, 2017) distinguishes intrinsic goals (i.e., goals such as
affiliation, personal growth, and community contribution) that are associated
closely with basic needs satisfaction, and extrinsic goals (i.e., goals such
as attaining wealth, fame, and image), but are distal to, and associated
indirectly with, basic needs satisfaction. Different organizational
environments, e.g., perceived work climate’s support of autonomy (Baard et
al., 2004), and individual differences, e.g., causality orientations,
aspirations, and goals (Deci et al., 2017), motivate people differently
through autonomous motivation (viz., intrinsic motivation and
identified/integrated extrinsic motivation) or controlled motivation. In
particular, autonomous work motivation leads to positive psychological
wellbeing, performance, and job satisfaction (Gagn´e & Deci, 2005).
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10)
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The double - edged sword of job insecurity : When and why job
insecurity promotes versus inhibits supervisor-rated performance
The theoretical and managerial implications are discussed.
There
is a literature gap as to when and why employees cope with job insecurity
differently, resulting in opposing (i.e., positive and negative) job
performance. Moreover, it is still unclear what boundary conditions moderate
job insecurity to promote versus inhibit performance. Against this backdrop,
scholars have recently called for theory-driven studies to examine the mixed
effects of job insecurity on performance (Shoss, 2017). This study responds
to Shoss's (2017) call by examining the mixed effects and the boundary
conditions. Following stress appraisal theory (Lazarus & Folkman, 1984)
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2022/2023
