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This study aims to examine the multifaceted connection between perceived socially responsible human resource management (PSR-HRM), job insecurity (JI), psychological availability (PA) and employee voice behavior (VB). Furthermore, it delves into the mediating roles of PA, and JI in the linkage between PSR-HRM and VB and the moderating role of PA in the connection between JI and VB.

The empirical data for this study were collected from a sample of 385 full-time employees in Vietnam. To analyze the data and explore the relationships among the constructs, partial least squares structural equation modeling (PLS-SEM) was used.

The study reveals positive relationships between PSR-HRM, PA and VB. Furthermore, it demonstrates that PA serves as a partial mediator in the nexus between PSR-HRM and VB, while JI similarly partially mediates this association. In addition, the research identifies a positive moderating effect of PA on the linkage between JI and VB.

Grounded in social exchange theory and social cognitive theory, this study uncovers significant relationships, providing nuanced insights into the intricate interplay among PSR-HRM, JI, PA and VB. It represents one of the initial investigations into the moderating influence of PA on the connection between JI and VB.

As the bell rang, sounding the beginning of the school day, Ji-Sook (Elizabeth) entered the classroom, her pink tweed coat and mittens still frosty from the snow outside. This was Ji-Sook's second year of school in Canada and her first year at Streamside School. She really liked it here and loved her teacher, Ms. Song Lee. Ms. Lee was always sharing stories with the class about her experiences growing up in another country as well as her arrival to Canada and growing up in small towns where Ms. Lee was often the only Chinese person in her school. Listening to Ms. Lee's stories helped Ji-Sook think about Korea and her family there.Removing her coat, Ji-Sook moved quickly to hang it up, her dark curly bobbed hair bouncing as she skipped. Her newly permed hair felt different, but she liked the way it looked. Today Ji-Sook was wearing a favourite outfit, a knitted sweater with a matching plaid skirt. After hanging up her coat, Ji-Sook turned to face the class and noticed that along with her teacher, Ms. Lee, was Ms. Mitton and Ms. Simmee. Ji-Sook was surprised to see Ms. Mitton and Ms. Simmee at school on a Tuesday morning for they usually came in the afternoon. She greeted them happily and took another close look around the room for Ms. Jean. Ji-Sook asked Ms. Mitton where Ms. Jean was; Ms. Mitton smiled and reminded Ji-Sook that Ms. Jean would be coming Wednesday afternoon. Ji-Sook remembered to ask if Ms. Mitton would read with her during shared reading time.Ji-Sook knew it was going to be a very special day. Yesterday afternoon Ms. Lee had reminded the children that in the morning they were to begin a wonderful art project and create their own Starry Night paintings. Quickly Ji-Sook removed the book about Van Gogh, which discussed his Starry Night painting, from her backpack and, before everyone was seated, showed Ms. Lee and Ms. Simmee her book from home. The night before, she and her mother had spent time reading the book aloud. Ji-Sook felt it was much easier to read aloud in Korean than in English. Today's art lesson was out of the ordinary for she loved being able to bring things from home that fit with what they were learning in the classroom. And today was very special.Before going to her desk, Ji-Sook retrieved the poetry book that had a picture of a boy peering over the end of a sidewalk,¹ Ji-Sook hurried to her desk and sat down and waited for Ms. Mitton to join her for reading. Seated with three of her classmates at a table composed of 4 desks, she smiled at Nathan, Grace, and Dana. There was so much to be excited about as she knew that after school today there were parent teacher interviews. Ji-Sook knew her mother was not working at the deli shop and was going to come to the interviews with their neighbour who would translate for her. Ji-Sook so loved it when her mother came to school. Once Ms. Mitton arrived, she and Ji-Sook spent a few minutes reading aloud together before Ms. Mitton went to join Ji-Sook's friend, Hailey, who had also asked Ms. Mitton to read with her. Ji-Sook continued to read and look at the drawings in this wonderful book.Adjusting her headset and microphone, Ms. Lee asked Ella, the class's ‘star-of-the-week’, to tap on the desks of each group to indicate that they were to come to the sharing area. Ji-Sook waited excitedly for Ella to tap her group's desks and then she hurriedly joined Grace, Nathan, Dana, and the rest of her classmates on the foam mats by the picture window. Ms. Lee began the art lesson by showing examples of Starry Night paintings completed by the students she had taught last year. Ms. Lee then shared the rubric with which Ji-Sook and her friends could assess their paintings. Ji-Sook knew that Ms. Lee worked with Mrs. D, the other Grade 3 teacher, and that students in both classes would be making the paintings. Once Ms. Lee finished explaining the steps of their art lesson, she asked Ji-Sook if she would like to come and share the book she brought from home.Sitting at the front of the class in Ms. Lee's chair and wearing her microphone, Ji-Sook read aloud from the book. The book was in Korean and Ji-Sook scanned each page quickly before explaining to the class bits and pieces about Van Gogh's life. Ji-Sook, reading from her book, explained that Van Gogh cut off his ear because he couldn’t draw his own portrait properly. Ms. Lee later returned to this detail and asked about how this piece of information in Ji-Sook's book was different from what they had previously read about the artist. The children remembered that Van Gogh cut off his ear for a woman he loved and had offered his ear as a gift to her. Ms. Lee asked the class to think about these two different pieces of information. Following this question Ms. Lee asked what the children might do to ensure the information they found was accurate. Logan suggested that reading many sources would help.Ms. Lee then drew the children's attention to Ji-Sook and said that as Ji-Sook read she was doing two things at the same time. She asked the class what they thought she was doing. Mya suggested Ji-Sook was reading and then talking. Picking up on Mya's point, Ms. Lee emphasized that Ji-Sook was reading in Korean first and then translating what she read into English. Ms. Lee asked Ji-Sook if she would like to read aloud in Korean. Ji-Sook momentarily hesitated but responded with a smile when her classmates encouraged her. Ji-Sook read one page aloud. She read quickly and the rhythm of how she read aloud in Korean sounded very different from her reading skills in English.Paper and crayons were distributed. Ji-Sook, Grace, Nathan, and Dana were quiet as they began their Starry Night paintings. Looking over the rubric that Ms. Lee had explained, Ji-Sook understood the first step today was to plan the sky and landscape of her painting. She knew the sky was to be about 2/3 of the paper and that everything she drew was to be in small dashes. It was important for the sky of her painting to look like it was moving. Ji-Sook was aware of Ms. Lee moving about the classroom, helping her classmates check, whether or not, the sky in their paintings was approximately the right size. As everyone worked, Ji-Sook heard Ms. Lee remind the class to press hard with their crayons so that the paint would have something to cling to as it dried. Taking Ms. Lee's advice seriously, Ji-Sook pressed firmly each time her crayons touched the paper, and soon her right arm grew tired. Ji-Sook now had a better idea about what Ms. Lee meant by this art project taking a long time to complete. (Interim research text based on field notes,² November 21, 2006)

We examine the construction of “empty categories” – that is, categories created prior to the existence of producers and consumers – and their implications for industry emergence. Drawing on the case of the ji-biru category among Japanese microbreweries, we exemplify how external actors – including governments, the media, consultants, and other entities – frequently create empty categories that are “legitimate yet not legitimated” (Vergne & Wry, 2014). We show how such empty categories generate lower entry barriers, resulting in higher founding rates and significant innovation. We highlight how empty categories impede evolutionary forces by inhibiting shared understandings of what constitutes a legitimate category member.

The interim research text shared at the beginning of this chapter was composed from field notes and other field texts created as we lived alongside Ji-Sook in her school and home places and through conversations with Ji-Sook and with Mrs. Han. The interim research text shows something of ways in which we recognized Ji-Sook's curriculum making as interwoven with her assessment making and identity making. By tracing Ji-Sook's assessment making in this interim research text, we see that before our coming to know Ji-Sook, she and her parents were already engaged in this process. At the centre of the family's assessment making was Ji-Sook's life, the life curriculum she was composing in Korea. As described in earlier chapters, Mr. and Mrs. Han were concerned about the competitive aspects of schooling in Korea. As Ji-Sook's parents, they wanted Ji-Sook to be deeply engaged in learning in school. In part, Mr. and Mrs. Han did not want Ji-Sook's life to be shaped by the dominant social and cultural plotlines of competition for the highest grades in schools in Korea. However, they did want her to attend university. Mr. and Mrs. Han had experienced long years of studying and testing as they competed for grades that would guarantee their acceptance into a Korean university. This was not what Mr. and Mrs. Han wanted for Ji-Sook's life, for her identity making. It was their dream of a “happier” childhood for Ji-Sook that shaped the family's immigration to Canada.

Betta is the only person there to talk to when I get home. She is my family. (Field notes, May 9, 2007)I don't know what I want but the first thing I want is for my family to come to Canada because everyone in my class has their family in Canada. (Ji-Sook's letter to Santa, December 5, 2006)

This work analyses how the adoption of technological innovations correlates with workers' perceived levels of job insecurity, and what factors moderate such relationship.

The study makes use of the 2018 wave of the Participation, Labour, Unemployment Survey (PLUS) from Inapp. The richness of the survey and the representativeness of the underlying sample (including 13,837 employed workers) allow employing various empirical specifications where it is possible to control and moderate for many socio-demographic features of the worker, including her occupation and industry of employment, thereby accounting for various potential confounding factors.

The results of this ordered logit estimations show that workers' perception of job insecurity is affected by many subjective, firm-related and even macroeconomic factors. This study demonstrates that the adoption of technological innovations by companies is associated with lower levels of job insecurity perceived by their workers. In fact, the adoption of technological innovations by a company is perceived by surviving workers (those who remain in the same firm even after the introduction of such innovations) as a signal of the firm's health and its commitment to preserving the activity. Individual- and occupation-specific moderating factors play a limited role.

This study estimates how perceived job insecurity relates to the technological innovations adopted by the firms in which the interviewees are employed rather than analyzing their general concerns about job insecurity. In addition, this study identifies different types of innovations, such as product and process innovation, automation and other types of innovations.

This study aims to investigate the impact of job insecurity (JI) on employee work performance (WP) and service innovation behavior (SIB). It further examines the mediating role of affective commitment (AC) and the moderating role of organizational cynicism and financial job dependence (FJD).

By using a three-wave approach, the hypotheses were tested by collecting data from 473 full-time employees and their supervisors in the Thai hotel industry.

The results demonstrated that JI negatively affected WP and SIB. AC mediated these relationships. FJD moderated these relationships such that at high levels of job dependence, the negative relationships were weaker.

Human resource managers may reduce the negative effects of JI by creating a supportive and caring work environment through open communication. They may communicate openly with employees about the challenges the organization is facing, and involve them in planning, decision-making and implementation to mitigate the negative effects of JI. They may also provide training and development opportunities to help employees build their skills and increase their value to the organization.

Research on the behavioral consequences of JI is scant in the hospitality sector. Drawing on job–demand resource theory, this study attempts to fill this gap.

This study examines why and when qualitative job insecurity (JI) leads to instigated workplace incivility.

The authors collected data from 227 Chinese full-time employees from multiple organizations at two time points. Structural equation modeling was used to test hypotheses.

Results show that qualitative JI is positively related to instigated workplace incivility through negative emotions; this indirect relationship is weaker among employees with higher self-compassion and stronger among employees with higher rumination.

The authors shift the predominant focus on the predictor of instigated workplace incivility from quantitative JI to qualitative JI. Based on the transactional model of stress and the stressor–emotion model of counterproductive work behavior (CWB), they provide new theoretical insights on why qualitative JI affects workplace incivility and identify new boundary conditions that affect employees' reactions to qualitative JI.

In light of COVID-19 and its subsequent disruptions, along with simultaneous changes and transformations taking place, job insecurity (JI) is significantly heightened among employees. This study aims to analyze how JI influences employees’ organizational citizenship behaviors (OCBs) and whether positive psychological capital (PsyCap) and grit moderate this relationship.

To test the study hypotheses, data was gathered during COVID-19 via convenience sampling. The collected data was analyzed using the Statistical Package for the Social Sciences software and Excel MegaStat.

The empirical data shows that qualitative JI has a negative relationship with OCB. PsyCap and grit moderate the relationship between both JI dimensions and OCB.

Managers can alleviate JI in the workplace by promoting PsyCap and grit among employees, both of which will sustain and promote OCB, even during difficult times.

This study bridges the gap in the literature regarding the impact of JI on employees’ OCB during the pandemic. This study also adds to the limited number of studies exploring personal resources as potential moderators between JI and organization citizenship behavior.

The present study aims to analyze the predictive value of three motivational dispositions (need for achievement, need for affiliation, and need for power) for job involvement and organizational commitment and to investigate cross‐cultural differences between Germany and South Korea between these predictions.

A sample of South‐Korean (N=209) and German (n=198) executive MBA students was surveyed. Using multi‐group structural equation modeling, the associations between the three needs and JI and OC and cross‐cultural differences in these associations are investigated. In addition, a test is conductedd for cross‐cultural equivalence of the measures as an important prerequisite of quantitative analyses.

The results reveal that need for achievement and need for power are related to JI but that only need for achievement is related to OC. In addition, significant differences were not found across either country in these relationships. Tests of cross‐cultural equivalence showed at least partial invariance of all measures.

Future research should replicate the results in other employee populations. Furthermore, future research should incorporate more than two countries and countries with larger differences on cultural orientations.

The study shows that motivational dispositions should be considered in HRM practices and leadership behaviour.

The view on JI and OC is broadended by consideration of dispositions, whereas traditional research focuses on contextual factors.