Search results
1 – 10 of 201Gabriela Topa and Jose Perez-Larrazabal
In the last decade, researchers have suggested relationships between negative mentoring (NM) and undesirable work interactions, termed co-worker undermining. Existing evidence has…
Abstract
Purpose
In the last decade, researchers have suggested relationships between negative mentoring (NM) and undesirable work interactions, termed co-worker undermining. Existing evidence has shown that both NM and group identity positively influence this set of negative co-worker behaviors. The purpose of this paper is to expand the domain by including two additional influences, such as newcomer’s learning (T1) as a mediator between NM (T1) and co-worker undermining (T2), and (low and high) group identity moderation (T1).
Design/methodology/approach
The authors collected time-separated data, with a final sample of 303 employees of various Spanish organizations.
Findings
As hypothesized, the results indicate that newcomer’s learning mediates the relationships between NM and co-worker undermining. The conditional effect of newcomer’s learning was strong and significant at lower levels of group identity, and it was weaker and non-significant when group identity was higher. Thus, the mediated moderation analyses performed support the study’s main hypothesis.
Research limitations/implications
Because of the self-reported approach, the results can be affected by common method variance. But the design with time-separated data enables stronger confidence in the inferences drawn from the study than permitted by a cross-sectional study design.
Practical implications
The paper includes implications for employee’s careers and for counseling practitioners.
Social implications
This paper is relevant because it shows that group identification can protect newcomers from the consequences of negative events during the organizational entry phase. Additionally, practitioners could design more efficient intervention programs by taking novice employees’ affective experiences into account. Organizational and societal leaders may be well-served by knowledge about preventing both NM and co-worker undermining in order to protect newcomers from the destructive consequences linked to such relationships.
Originality/value
This paper focusses on a dysfunctional personnel situation, as co-worker undermining, in order to clarify their links with organizational and group processes. The existing research has tended to address NM, organizational socialization, co-worker undermining and group identification as separate phenomena. In contrast, this study is intended as a first step toward integrating the results of these processes, which interact in a series of complex relations.
Details
Keywords
Zhenyao Cai, Dandan Wu, Ying Xin, Yang Chen and Haining Wu
The purpose of this study is to investigate how and why formal mentoring support reduces newcomers' intention to leave from the perspective of uncertainty reduction theory.
Abstract
Purpose
The purpose of this study is to investigate how and why formal mentoring support reduces newcomers' intention to leave from the perspective of uncertainty reduction theory.
Design/methodology/approach
Time-lagged data were collected from two sources, mentors and newcomers, and 193 paired data sets were included in the analysis.
Findings
The results showed that formal mentoring support was positively related to newcomers' person–organisation fit (P–O fit) and person–job fit (P–J fit). In addition, P–O fit and P–J fit mediated the relationship between formal mentoring support and newcomers' intention to leave. Moreover, newcomers' uncertainty avoidance orientation strengthened the relationship between formal mentoring support and perception of fit, and it strengthened the indirect effect between formal mentoring support and newcomer's intention to leave, via the perception of fit.
Originality/value
This study enhances our understanding of the underlying mechanism between formal mentoring support and newcomers' intention to leave. Moreover, it demonstrates that uncertainty avoidance orientation is an important boundary condition during the process of organisational socialisation. The findings also contribute to the organisational socialisation and the mentoring literature by providing evidence from a blue-collar sample.
Details
Keywords
This study examines how newcomers use colleagues as role models in organizational socialization, taking a multiple level approach to organizational socialization as individual…
Abstract
This study examines how newcomers use colleagues as role models in organizational socialization, taking a multiple level approach to organizational socialization as individual, social and cultural learning processes. The newcomers' most important personal characteristics are expectations, experience, self‐confidence and competitive instinct. These personal characteristics were affected by early experience during the first four to six weeks in their new job. The study shows not only the correlation between early experience and personal characteristics, but also reveals a strong correlation between early experience and organizational socialization outcome. Newcomers rely on role models, and as a result of interaction and observation they acquire different qualifications from several role models. The term “multiple contingent role models” is introduced to explain how newcomers use role models.
Details
Keywords
The focus in professional learning is often on formal activities such as workshops, conferences and courses. There is also a tendency to focus on formal programmes of coaching and…
Abstract
Purpose
The focus in professional learning is often on formal activities such as workshops, conferences and courses. There is also a tendency to focus on formal programmes of coaching and mentoring in teacher education. Emphasising the formal activities means that everyday informal learning in educational settings is overlooked. Informal coaching and mentoring could be utilised to support teachers' career-long professional learning.
Design/methodology/approach
This is a conceptual paper which draws on the author's research and seeks to expand what is considered as professional learning within teacher education – namely, informal coaching and mentoring. To understand how to support this professional learning, the lens of social practice is used with an emphasis on learning environments and learning practices.
Findings
Coaching and mentoring can be identified in informal encounters in the staffroom, school corridors and many places and situations. Findings are presented in relation to the importance of informal learning from and with colleagues and the role of headteachers.
Originality/value
More attention has been paid to informal learning, but there is still a need for what could be termed an “informal turn”. Understanding that informal coaching and mentoring afford professional learning opportunities to the teachers who both provide and receive coaching and mentoring can help to support their learning. Recommendations are provided on how educational settings can facilitate and support these professional learning opportunities while preserving their informality.
Details
Keywords
Amina Malik and Laxmikant Manroop
Despite the increase of recent immigrant newcomers (RINs) into the workforce over the past few years, many employers still face the challenge of successfully integrating RINs into…
Abstract
Purpose
Despite the increase of recent immigrant newcomers (RINs) into the workforce over the past few years, many employers still face the challenge of successfully integrating RINs into the workplace. To this end, the purpose of this paper is to propose customized socialization tactics for RINs and highlight the role of RINs’ adjustment strategies in order to facilitate their workplace adjustment.
Design/methodology/approach
Drawing on immigrants, socialization, and diversity literatures, the paper develops a conceptual model of the socialization process for RINs and advances propositions to be empirically tested.
Findings
The paper proposes that customized socialization tactics by organizations and adjustment strategies by RINs would facilitate RINs’ socialization process by increasing their social integration and role performance, the factors which would ultimately help in their workplace adjustment.
Research limitations/implications
The proposed customized socialization tactics add to the extant socialization literature by highlighting the crucial role firms can play in RINs’ socialization process. Additionally, the paper highlights an important role of RINs in their own socialization process.
Practical implications
Organizations need to employ new, different socialization tactics to help integrate RINs in the workplace. RINs may find the research outcomes useful in acknowledging their own role for successful workplace integration.
Originality/value
This paper presents a new way of looking at organizational socialization tactics for RINs while highlighting a role of RINs themselves, and concludes by discussing theoretical, practical, and societal implications for organizations employing RINs.
Details
Keywords
Milena Atzori, Luigi Lombardi, Franco Fraccaroli, Adalgisa Battistelli and Sara Zaniboni
This study aims to examine the organizational socialization of women soldiers in the Italian Army.
Abstract
Purpose
This study aims to examine the organizational socialization of women soldiers in the Italian Army.
Design/methodology/approach
Following an interactionist interpretation of socialization, a model was tested to determine the influence of organizational socialization tactics, proactive behaviours, supervisor support on organizational identification, and cohesion of teamwork. This study used a comparative research design. The sample consisted of 324 soldiers, 43 per cent of whom are men and 57 per cent per cent are women.
Findings
Structural equation models showed the influences exerted by general socialization and by the acquisition of organizational values/goals on the outcomes of socialization. Multisample analysis showed gender differences. Compared to men, women seemed to set greater value on tutoring by expert colleagues. Women also seemed to value the support provided by their superiors for learning the organizational values and goals on which the degree of identification with the military structure depends.
Practical implications
These findings could add new information concerning the organizational socialization strategies (e.g. newcomers' training, tutoring/shadowing programmes) giving some guidelines for the insertion of woman newcomers in a non‐traditional organization.
Originality/value
In a systemic perspective the present study explored the process of organizational socialization using the content of organizational learning. The research highlighted the gender difference regarding the socialization process in a male‐dominated organization.
Details
Keywords
The purpose of this paper is to explore how the induction of new teachers might be regarded as a form of apprenticeship in which informal support (on‐the‐job learning) plays an…
Abstract
Purpose
The purpose of this paper is to explore how the induction of new teachers might be regarded as a form of apprenticeship in which informal support (on‐the‐job learning) plays an important role alongside formal continuing professional learning (off‐the‐job learning). The sample teachers are part of the Teacher Induction Scheme in Scotland, which provides a reduced teaching workload during the induction year, so that new teachers have time to develop their practice through continuing professional learning and development activities.
Design/methodology/approach
A sequential mixed methods study was undertaken, with two online questionnaires sent to 167 new teachers and two sets of semi‐structured interviews with ten new teachers.
Findings
The findings highlight the importance of a reduction in teaching hours and the significance of informal learning for new teachers. Furthermore, while an induction scheme framework with reduced workload is important, new teachers need supportive colleagues to learn from and with during their first year of teaching.
Research limitations/implications
This study only involved new teachers who had completed their initial teacher education at one Scottish university. Policy makers and school leaders could do more to recognise, value and encourage informal work‐based learning and collegiate support for new teachers.
Originality/value
The paper provides a deeper understanding of the nature of informal learning, often characteristic of the apprenticeship model, in the context of a formal induction scheme. It highlights that more than a formal induction scheme on its own is needed to support teachers in their transition from student teacher to qualified teacher. The paper draws attention to the need for policy makers, local authorities and schools to be more supportive and responsive to the learning and development needs of new teachers when implementing an induction scheme for new entrants.
Details
Keywords
Matthew Campbell, Irina Verenikina and Anthony Herrington
The purpose of this paper is to provide a case study of a newcomer to the practice of policing to explore conceptualisations of learning through practice. It aims to position…
Abstract
Purpose
The purpose of this paper is to provide a case study of a newcomer to the practice of policing to explore conceptualisations of learning through practice. It aims to position learning as the intersections of trajectories of being and becoming within a community of practice. The paper seeks to argue that learners need to be understood with respect to their personal histories and how these interact with the social and cultural dimensions of the workplace.
Design/methodology/approach
This paper is a case study of a new police officer with data collected through a series of interviews and observations over a two‐year period.
Findings
The case study presented demonstrates the relationship between prior experience, personal histories, participation and a sense of belonging in shaping the learning of early‐career police officers. It suggests that in considering newcomers to the workplace it is important to view the process of learning as being influence by these interconnected factors.
Research limitations/implications
This study concludes that the position of the individual in the social learning of a community of practice is an important aspect that needs further exploration. Although the significance of learner identity with communities of practice is acknowledged by Lave and Wenger it remains underdeveloped, and continues to present as an area for further research.
Practical implications
Trajectories of learning for newcomers to the workplace are affected by their previous social and cultural experiences and expertise, the association that they bring from these to the new community and participation in practices of the community. There exists, therefore, a role for managers in shaping the organisation to be supportive of these informal learning experience and, thus, the selection and training of managers should be aligned to these goals.
Originality/value
This paper extends current understandings of learning and development in the policing context as well as contributing to the broader discussion of informal learning in the workplace and understanding of experts and novices within communities of practice.
Details
Keywords
Nick Lee, Laura Chamberlain and Leif Brandes
To grow, any field of research must both encourage newcomers to work within its boundaries, and help them learn to conduct excellent research within the field’s parameters. This…
Abstract
Purpose
To grow, any field of research must both encourage newcomers to work within its boundaries, and help them learn to conduct excellent research within the field’s parameters. This paper aims to examine whether the existing body of neuromarketing literature can support such growth. Specifically, the authors attempt to replicate how a newcomer to the field of neuromarketing would go about orienting themselves to the field and learn how to conduct excellent neuromarketing research.
Design/methodology/approach
A total of 131 papers, published in the areas of “neuromarketing” and “consumer neuroscience” were downloaded and then identified as conceptual or empirical in nature. A separate database was created for each type of research paper and information was recorded. For both conceptual and empirical papers, the citation details, notably year of publication, journal, journal ranking and impact factor were recorded. Papers were then descriptively analysed with regards to number of publications over the years, content and journal quality.
Findings
It is found that interest in the field is growing, with a greater variety of topics and methods appearing year on year. However, the authors also identify some issues of concern for the field if it wishes to sustain this growth. First, the highly fragmented literature and the lack of signposting makes it very difficult for newcomers to find the relevant work and journal outlets. Second, there is a lack of high-quality, user-oriented methodological primers that a newcomer would come across. Finally, neuromarketing as it appears to a newcomer suffers from a lack of clear guidance on what defines good vs bad neuromarketing research. As a large majority of the reviewed papers have appeared in lower-ranked journals, newcomers might get a biased view on the acceptable research standards in the field.
Originality/value
The insights from the analysis inform a tentative agenda for future work which gives neuromarketing itself greater scientific purpose, and the potential to grow into a better-established field of study within marketing as a whole.
Details
Keywords
Guangyou Liu and Hong Ren
This study aims to investigate the organizational learning of trainee auditors who represent the young generation of new entry-level professionals in CPA firms, and examines the…
Abstract
Purpose
This study aims to investigate the organizational learning of trainee auditors who represent the young generation of new entry-level professionals in CPA firms, and examines the possible associations between organizational learning and job satisfaction.
Design/methodology/approach
A questionnaire survey is administered among the target group of trainee auditors to explore possible approaches to their organizational learning in CPA firms. The results are used to generate organizational learning variables, which enable us to empirically test the research hypotheses regarding the association between organizational learning and job satisfaction.
Findings
The authors conclude that there are three main dimensions of organizational learning for new entry-level professionals in CPA firms, namely: workplace interactions, supervising and monitoring and supportive informational systems. The authors also find that workplace interactions and supportive information systems are significantly associated with job satisfaction. The authors show that the females and males prefer different approaches to organizational learning in CPA firms. The authors also find that trainee auditors who work for bigger CPA firms enjoy more job satisfaction than those working for smaller CPA firms, and that male trainee auditors are more easily satisfied with audit jobs than female trainees.
Research limitations/implications
This study is limited in that its sample is composed of trainee auditors, who are used to proxy for entry-level professionals in CPA firms. Future studies can include a direct focus on the organizational learning of junior auditors in CPA firms. Future studies can also investigate organizational learning in the firm-wide context in which CPA firms and their employees are considered as part of a larger situational process of organizational learning.
Practical implications
The conclusions can help to improve practice management and human resource policies in CPA firms. The findings highlight the importance of establishing an effective organizational learning culture, and suggest how this can be achieved by providing friendly and instructive workplace interactions, helpful supervisory and mentoring relationships, and better information support.
Originality/value
This study contributes to the audit literature by identifying the three dimensions of organizational learning for entry-level professionals in CPA firms. The authors substantiate the argument that mentor-protégé relationships in CPA firms have different effects on job satisfaction for female and male trainee auditors.
Details