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Purpose: The purpose of this paper is to investigate the relationship between self-directed learning readiness (SDLR) of business students in Germany and the USA and their attitudes towards information sharing and to ascertain implications for workplace learning. Design/methodology/approach: This empirical study used a survey research design. Findings: The study finds that surveyed US business students have higher SDLR scores than their German counterparts, implying that they are more self-directed when it comes to learning. In both countries, the higher the SDLR score of a person, the more likely this person is willing to share information. The motivation behind it is primarily to help others. This means that employees with high SDLR scores can support and foster workplace learning as they distribute information more freely. Originality/value: The findings are significant because the relation between SDLR and information sharing, as well as the implications for workplace learning, have not been analyzed in previous studies. Additionally, the international focus of the research adds a cross-cultural perspective to the debate in self-directed learning. (Contains 4 tables.)

The article explains temporary employment by comparing the regulations in Germany and Australia. The regulation of both the countries will be compared to the proposed national regulation by the European Directive.

Byline: Lars W. Mitlacher, Christopher Paul The implementation of teamwork has been growing steadily in the last decade. Companies suppose that the use of teams improves their performance and supports the achievement of their strategic goals. The high relevance of teams in the business world is reflected by an increasing literature on teamwork, team success and the management of teams. One central question concerning the management of teams is the design of pay systems, especially of performance-based pay systems for teams. This aspect has not yet been fully explored in the literature with regard to the agency problems that are associated with managing teams and teamwork. This paper aims to close that gap by exploring how performance-based pay systems for teams should be designed from an expanded agency theory perspective with regard to possibly arising agency problems.

Byline: Lars W. Mitlacher The article deals with the development of self-directed learning and discusses the Self-directed Learning Readiness Scale (SDLRS) as an instrument that is widely used to measure the readiness for self-directed learning. Additionally, the article provides an overview of the papers included in the special issue.