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This article examines training and employee development practices in 10 countries/regions. The research indicated universal practices are not employed in all areas, however there are common practices in countries that share similar values and industry trends.

This article examines various pay and benefit practices in 10 countries/regions. The researchers also forecast future issues in international compensation, examine employee preferences and the influence of culture on the workforce.

This paper examines the relationship between supervisors' and project leaders' perceptions about the smoking behavior of their subordinate employees and their performance appraisals of their employees. Those who were perceived to be smokers were rated lower than those perceived to be nonsmokers on four of nine job performance measures when controlling for age, race, and gender The findings suggest smoking stigma may negatively affect the perceptions of one's overall job performance, especially in terms of one's professional comportment, working relations with others, and dependability., The purpose of this research effort is to examine the relationship between smoking tobacco and job performance. Employees who smoke have become stigmatized in the workplace, and this may influence [...]

Despite an expenditure of over $45 billion in the last decade aimed at meeting the Closing the Gapstrategies, successive Federal and state governments have overseen a generation of Aboriginal students who have experienced a failure of promised improvements to their educational outcomes. Recent scholarship has highlighted the paucity of quality research that has often underpinned many State and Federal programmes designed to meet these cohorts’ educational needs. This paper foregrounds student voice and contributes evidence-based scholarship to the experiences of schooling experienced by over 100 Aboriginal students across six schools in NSW, Australia. Data generated through yarning sessions across all secondary year levels (7–12) provide unique insights into Aboriginal students’ educational, social and cultural aspirations for schooling. Utilising Moodie’s (2018) Decolonising Race Theory framework, the importance of foundationally embedding education within Aboriginal students’ onto-epistemological affiliations to Country and Place, and need to engage with Indigenous knowledges, emerged as critical factors for Aboriginal students experiencing success at school, as an Aboriginal student. Yarning revealed that while some students felt a sense of loss or shame about intergenerationally disrupted connections to Country and community, the sense of connection associated with their Aboriginal identity drove them purposively and actively to resist colonial process of assimilation and elimination. This enabled them to champion for greater recognition and appreciation for educational outcomes embedded within their Aboriginality.

Since contact, there has been a foundation of inhospitable interactions between the original sovereign peoples of the Australian continent and Eurpoean arrivals. Despite government policies appearing to shift from assimilative practices to reconciliation processes in the latter half of the 20thCentury, ongoing interactions continue to be factious, caught up in discourses of power/knowledge, and, perhaps provocatively, couched primarily in misunderstandings. In the Australian schooling space, while there has been increased attention paid to the academic success of Aboriginal and/or Torres Strait Islander students, and greater inclusion of their families, communities, and cultural practices, non-Indigenous led schools continue to be hamstrung by their epistemic inertia – the cognitive inability to move beyond the fear of getting it wrong, offending, or being labelled racist. In this paper, we argue that the major impediment to ongoing and unresolved discord is concealed in the onto-epistemological foundation of what it means to respect, accept, and work with. To address this, we take up Welcoming to Country practices and Derrida’s concept of hospitality to interrogate how more nuanced conceptualisations of reciprocity may be used to move beyond performative acts of reconciliation. The outcome of which may be a reimagining of practices that are relational and responsive for embracing and nourishing Indigenous cultures and languages.