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Recognizing the environmental changes and challenges that have impacted academics over the past 20 years, we develop a model of academic career success from a job demands-resources perspective. We ...

We developed and tested a model linking developmental experiences to leadership effectiveness and promotability through 2 mediating processes based on social cognitive and social capital theories. We hypothesized that a manager's exposure to 3 types of developmental experiences (formal development programs, developmental job challenges, and developmental supervision) would positively relate to supervisor's assessment of the manager's leadership effectiveness in the current job role and promotability within the organization through the manager's leadership self-efficacy and size and quality of the manager's mentor network. Results based on a sample of 235 retail managers showed that leadership self-efficacy and mentor network fully mediated the relationship between job challenges and promotability, whereas leadership self-efficacy also fully mediated the relationship between job challenges and leadership effectiveness. Developmental supervision was indirectly related to promotability through mentor network. In addition, a 3-way interaction analysis revealed that participation in formal development activities had a positive indirect relationship with leadership effectiveness and promotability mediated by leadership self-efficacy when a manager experienced either lower levels of job challenge and developmental supervision, or higher levels of both. Our findings contribute to leadership knowledge by examining how both formal and informal developmental experiences relate to leadership effectiveness and promotability through social processes.

Academia has changed over the last decades and so have academic careers. In a 2019 special issue of the journal Academy of Management Learning and Education, we have brought together a set of paper...

While a relatively small body of research links green roofs to psychological benefits such as aesthetic enjoyment and improved concentration, these outcomes are becoming important objectives in green roof design. Claims regarding benefits of green roofs are therefore often derived from research on psychological benefits of ground-level urban greenspaces. Compared with other urban landscapes, green roofs have limited space and accessibility, reducing the opportunity for physical exercise and the opportunity for larger masses of vegetation, particularly trees. Given these differences, there is a risk that the psychological benefits of green roofs are overstated or may only apply to a subset of green roof designs. Guidance for designing green roofs for psychological benefits may also be misleading if it fails to consider the unique green roof context. To address these challenges, we review research on psychological benefits of green roofs through a social-ecological lens on human-environment interactions. We consider how experiences of green roofs arise from an interaction between characteristics of the physical environment (including characteristics of green roof vegetation, wind patterns, and surrounding buildings), social climate (including social factors influencing access and use, and social norms for nature in cities), activities that can be undertaken on a green roof (such as exercise, socialisation, rest and relaxation), and individual resources and adaptation (for example, prior mood and opportunities to change environments to support individual needs). We explore how these factors interact with each other and with broader natural, built and socio-cultural systems that might encourage or inhibit opportunities to view, access, and enjoy green roofs. We conclude with recommendations regarding how green roofs can be designed to promote psychological benefits and identify future research needs.

Theoretical developments in the analysis of organizations have recently turned to an “organizational becoming” perspective, which sees the social world as enacted in the microcontext of communicative interactions among individuals through which meaning is negotiated. According to this view, organizational change is endemic, natural, and ongoing; it occurs in everyday interactions as actors engage in the process of establishing new meanings for organizational activities. We adopt this approach to study how meanings were negotiated by senior and middle managers in a workshop held as part of a culture change program at a telecommunications company. Our study identifies two very different patterns in these negotiations, constituted by the particular communicative practices adopted by participants. We discuss the implications of these patterns for organizational change in relation to generative dialogue and power-resistance relations between senior and middle managers.

This article considers the possibility that ‘high performance work system’ (HPWS) practices generate positive outcomes for employees by meeting their interests (specifically their interest in an orderly and predictable working environment). Utilising survey data on employees working in the Australian aged-care industry, statistical analysis is used to test the mediating effect of order and predictability on associations between HPWS practices and employee experience of work. The results suggest that positive outcomes arise in part because HPWS practices contribute to workplace order and predictability. In explaining this finding, the article highlights the importance of contextual factors, notably industry and employee characteristics, in shaping outcomes. The article concludes that socio-logically oriented analyses which apprehend the importance of employee interests provide a useful supplement to conventional psychologically oriented accounts of HPWS and provide a basis for continued development of labour process theory.

To address the increasing demand for mass undergraduate management education and, at the same time, a greater emphasis on student teamwork, this study outlines the development, delivery, and evaluation of a training intervention designed to build team-coaching skills in teaching assistants. Specifically, practice-centered and problem-centered techniques were used to provide teaching assistants with experiential learning opportunities to help them develop their skills. The authors evaluated the training intervention using a mixed-method multiple-data source design. Both the teaching assistants being trained as well as the student teams’ experiences and perceptions of their coaches’ performance were assessed. The evaluation showed that teaching assistants reported finding the program a positive experience. Importantly, students with trained coaches reported higher levels of coaching performance, team functioning, and productivity than those with untrained coaches. The implications of this intervention are discussed.

In spite of the growing body of research on high performance work systems (HPWS), there is little evidence on their application in the service sector. It is commonly argued, however, that occupational segmentation in services is a barrier to HPWS. Analysis of data from aged-care workers indicates that: HPWS have positive outcomes for workers; highly skilled nurses are no more likely than lowly skilled personal care workers to be subject to HPWS; and in some cases, HPWS are associated with more positive outcomes for low-skilled than high-skilled workers. These findings suggest that HPWS may well be widely applicable in service settings.

We use a two-stage process to inductively develop a framework to understand the mechanisms that influence academic research collaborations. First, we draw on the research collaboration experiences of three distinguished careers researchers to develop a process framework. The framework outlines the phases for the project from initiation through to completion, highlighting the relevant factors for each phase such as collaborator motivations, nature and scope of the project, roles and activities, as well as project outcomes. Two sets of factors emerged as affecting the phases of collaboration: (1) collaborative context and (2) interpersonal collaborative processes. Context refers to the resources, support, and climate in which the collaboration occurs, while interpersonal collaborative processes refer to communication, trust, and attraction among collaborators. The second stage of the investigation sought the collaborative experiences from another eight research collaborators. The collaborators were diverse—residing in five different countries and at different stages in their careers. Their descriptions provide some qualitative evidence for the framework. The framework provides concrete suggestions for how to build and maintain academic collaborative relationships. Implications and questions for further research into the collaborative process and context are also provided.

Many organizations struggle with effective training interventions—in particular, the transfer of skills learned in the classroom to the workplace. The present experiential exercise allows students, who are asked to play the role of consultants, to assess training effectiveness from pretraining to posttraining. Student feedback demonstrates that this exercise provides a practical and realistic simulation that aids in the understanding of effective training interventions. This article presents the University Hospital exercise, its linkage to Goldstein's Instructional Systems Design framework, instructor notes, and questions for students. The exercise can be used for undergraduate, graduate, and professional courses.

This qualitative study examines the patterns in human resource (HR) approaches to retirement across 24 organizations to explore innovative practices as well as gain understanding of the differences in how firms are dealing with major changes surrounding retirement and workforce demographics. Using organizational adaptation theory and carrying out a thorough analysis of in-depth interviews with HR managers, we identify three dimensions that differentiate organizations’ approaches to retirement: (1) actions and interactions of key stakeholders in the retirement process; (2) HR information gathering focus regarding workforce issues; and (3) HR posture around changes needed in retirement policies and practices. Based on organizational profiles on these dimensions, four distinct approaches to retirement emerge and are described in some detail: gatekeeping, improvising, orchestrating, and partnering. These different approaches also provide insight into how organizations differ in their adaptation to change. © 2016 Wiley Periodicals, Inc.

This paper examines identity and identity work within the lived experiences of nursing home residents as well as the forms of identification residents have with their nursing homes. We challenge th...

We developed and tested a model of leadership development that integrated human and social capital theory using a sample of 141 retail managers over a two-year period. It was hypothesized that mana...