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In the last three years, the U.S. Equal Employment Opportunity Commission received 246,575 charges of workplace discrimination, of which 43,437 alleged sexual harassment. In 1998, the U.S. Supreme Court issued two landmark decisions governing how U.S. courts analyze sexual harassment cases. Since those cases, U.S. courts have been faced with a new conundrum: is a constructive discharge a “tangible employment action” that gives rise to automatic employer liability? Although the U.S. Circuit Courts of Appeals have split on the issue, the trend appears to be in favor of imposing automatic liability, effectively denying employers a defense in cases in which the alleged victim often failed to report harassing conduct. This article argues that classifying a “constructive discharge” as a “tangible employment action” will, in most circumstances, violate the Supreme Court’s admonition that “no award against a liable employer should reward a plaintiff for what her own efforts could have avoided”.

Before sending employees to the US, it is critical for foreign employers to understand the basic requirements of US wage and hour law to avoid unintentional but costly violations of that law. Many foreign companies are surprised to learn that the US workers they employ in the United States as well as their own workers who are sent to the United States for short periods are protected by the US wage and hour laws and must be paid in accordance with US law for workweeks in which the employee performs his or her work in the US or its territories. Unfortunately, many foreign companies do not learn about US wage and hour law until it is too late. This article explains the basic requirements of the US wage and hour law. Because most US wage and hour law requires an individualised case‐by‐case assessment of coverage and requirements, companies considering employing workers in or sending employees to the US are encouraged to consult with US employment law counsel about their specific situations.

In 2002, Equal Opportunities International published a United States wage and hour law “primer” for foreign companies. That primer provided a basic overview of the U.S. laws regulating the compensation of employees who are working in the United States. On August 23, 2004, one major component of that primer changed: who is exempt from the over time requirements of the Fair Labor Standards Act. This article explains the new Fair Pay Regulations governing which employees may be classified as “exempt” and, consequently, not paid overtime for working more than forty hours in a work week.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.

WITH the Pompey doldrum in mind, many misgivings were expressed about the Rothesay conference as the delegated gravy trains raced north to Glasgow. (Incidentally Sir Brian Robertson will find comfort in our belief that rail travel is the most satisfying way to attend conference with corridor exchanges and dining car badinage shortening the long haul).

With the Pompey doldrum in mind, many misgivings were expressed about the Rothesay conference as the delegated gravy trains raced north to Glasgow. (Incidentally Sir Brian Robertson will find comfort in our belief that rail travel is the most satisfying way to attend conference with corridor exchanges and dining car badinage shortening the long haul).

Researchers, subject specialists, and information professionals have long been aware of scientific and technical (sci‐tech) dictionaries available from the U.S. government. Yet these reference sources often remain invisible to the general public, especially in libraries that exclude government documents from the main catalog or that maintain separate documents collections. However, as more libraries automate their holdings and load cataloging records for government publications into their online public access catalogs (OPACs), government documents should become more visible. Until then, it may surprise some to learn that many U.S. government agencies have allocated vast resources into compiling, publishing, and updating technical dictionaries in print, microfiche, and electronic format.

This study explores the impact of gender on team leadership style and how it impacts team innovation outcomes using the ambidexterity theory (opening and closing behaviors) of leadership for innovation.

A total of 215 self-report surveys of team members were collected for hypothesis testing. This study tests whether team leader gender moderates the relationship between ambidextrous team leadership and team innovation.

Female team leaders are engaged in less opening behaviors of ideation, risk-taking and exploration than their male counterparts. Additionally, when female leaders engaged in closing behaviors, which include assigning roles and timelines, they had less impact than the closing behaviors of their male colleagues. Female team leaders were perceived as less effective in leading innovation than males.

This study examines the influence of gender on team leadership and innovation outcomes. There are drawbacks of cross-sectional data, sample selection issues and potential problems of percept–percept relationships.

These findings suggest that female team leads may need greater organizational support and organizational senior leadership support to take risks (opening behavior) to produce greater team innovation and increase leader visibility.

Society can achieve even greater innovation outcomes by understanding and addressing the unique obstacles woman team leaders face with innovation. Organizations can benefit from innovation and resilience by supporting women team leaders in their diverse delivery of innovation.

This is the first study to look at the influence of gender and leadership on team innovation outcomes. Ambidextrous leadership theory provides insights into the specific challenges woman team leaders experience; however, so far no research has addressed the innovation outcome challenges female team leaders encounter. Since innovation and leadership can be a key component of visibility, compensation and promotion, it is necessary to investigate the challenges female team leads face in the innovation process.

This study aims to test bigenderism, a universalistic theory that purports to explain why trans men employees enjoy greater organizational acceptance and superior economic outcomes compared to trans women employees.

Respondents were presented with one of two case studies in which they had to choose whether or not to respect the right of a trans employee to use the restroom of their choice at work. The only difference between the two case studies was the gender of the trans employee. In one case, the employee was a trans man and in the other case, the employee was a trans woman.

The gender of the trans employee had no impact on the choices of the respondents.

The chief research implication is that heightened discrimination against trans men may better be explained by situational theories of transphobia rather than the universalistic theory that was tested in this paper. The primary research limitation was the use of American undergraduate business students as respondents.

Organizations need to be especially vigilant in protecting the restroom rights of their transgender employees, which may entail eliminating gender-segregated restrooms.

This paper is original in that it uses an experimental design to test the theory of bigenderism. It adds value by encouraging experimental research that examines situational theories of transphobia.

The purpose of this paper is to shed light on the questions as to how important skills are; which skills can best be learned at school, and which skills can be acquired better in the workplace.

The authors exploit data from a survey among professional tertiary education and training business administration students and their employers in Switzerland.

The authors find that skills used in the business processes strategic management, human resource management, organizational design, and project management are most suitable to be taught in school. However, the results further suggest that soft skills can be acquired more effectively in the workplace than at school. The only exceptions are analytical thinking, joy of learning and organizational soft skills, for which school and workplace are similarly suitable.

The paper provides empirical evidence regarding the optimal choice of the learning place for both human resource managers as well as educational decision makers who aim to combine education and training, e.g. in an apprenticeship.

Little evidence regarding the optimal learning place exists.