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Due to the changes in the market, the shift to proactive and self-developed career management is evident. It results in the emergence of contemporary career attitudes, namely, protean and boundaryless ones. Individuals with protean career (PC) and boundaryless career (BC) attitudes may be more inclined to switch jobs, which affect decreased organizational commitment. The purpose of this paper is to analyze whether PC and BC attitudes affect organizational commitment of young adults in finance sector.

The data of 177 young Lithuanian adults from finance sector were collected in quantitative research.

The research results indicate that young adults in finance sector have contemporary career attitudes significantly expressed. The regression analysis findings show that affective commitment is positively predicted by self-directed career management and boundaryless mindset, and negatively predicted by values-driven career orientation and organizational mobility preference. Continuance commitment is negatively predicted by self-directed career management and organizational mobility preference.

This research is valuable as few if any studies cover contemporary career attitudes and organizational commitment of already working young adults in finance sector in a European country, namely, Lithuania.

Human resource management, organizational psychology, organizational behaviour, school management and leadership and general management

The case is appropriate for undergraduate, post-graduate and executive-level courses related to human resource management, organizational psychology, organizational behaviour, school management and leadership and general management, or in the courses, where it is needed to illustrate how one of HR activities – successful adaptation of new employee is performed.

Young teacher, Laura V., getting a position as English language teacher in the same gymnasium she has graduated herself – J. Balčikonis gymnasium at Panevėžys city. It was her dream to become a teacher, and new job at prestigious school, famous for its long standing tradition and strong culture was promising a lot. Case refers to first half year of Laura's experience. She was happy with handling the subject she taught, but faced challenges to come to good terms with old generation teachers and active students. Case describes the ways she overcame this with the help of a mentor and the leadership style of school's director.

To understand the importance of socialization (orientation) in establishing person-job and person-organization fit; to examine socialization (orientation) as an outcome and as a process, formal and non-formal types of it; to understand the difference in behaviour change tactics: behaviour modification and socialization; and to understand the forms of teacher education – pre-service and in-service training.

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Although leadership is found to have impact on the followers’ attitudes and performance there is a gap in leadership studies in HEIs, especially having Lithuania in mind. The purpose of this paper is to study the impact of leadership style on job satisfaction of faculty in higher education institutions (HEI).

In order to investigate before mentioned problem, the representative quantitative empirical research was conducted in 2013. It includes 72 faculty members and ten supervisors from Lithuanian public and private universities. The survey was conducted to check how leadership styles of supervisors influence faculty job satisfaction and compare the opinion of supervisors and subordinates.

The empirical research revealed significant positive impact of leadership style on job satisfaction of faculty where servant leadership style has been found to have the highest positive significant impact on job satisfaction of faculty while controlling autocrat leadership style has the lowest impact.

There are several implications for further research. It can be expanded whether geographically (e.g. comparative analysis in different countries) or institutionally (e.g. in other educational institutions, such as schools or pre-schools).

Practical implications reveal that supervisors have the power to increase the levels of job satisfaction of their faculty members, by defining their role as a leader, demonstrating certain leadership behaviors.

This survey covers the area which lacks academic research, namely, the impact of leadership on HEI faculty. Previous leadership studies in HEI focus on particular leadership style demonstrated (van Ameijde, 2009), the impact of leadership on culture (Asmawi et al., 2013), organizational effectiveness (Siddique et al., 2011) and other factors. However, very few of them (one of the examples is the study of Webb, 2009 in USA) investigate the direct managers’ leadership style and faculty job satisfaction. Besides, the previous surveys have not covered as many leadership styles as this one does.

The paper aims to analyze the relationship between managers' informal learning and their job satisfaction in Lithuanian small and medium‐sized enterprises (SMEs).

The methodology of the survey has been developed in respect to the ideas on informal learning and job satisfaction. The questionnaire on informal learning factors was developed by the author. Also, the adapted Minnesota Satisfaction Questionnaire was used. A representative sample of 173 SMEs managers in Lithuania was surveyed.

The paper reveals the relationship between managers' informal learning and their job satisfaction in Lithuanian SMEs. Informal learning factors not only correlate with but also have an impact on job satisfaction. The survey findings correspond to similar surveys carried out in other countries.

The research could be replicated in large organizations as well as in other countries to confirm or deny the relations established in this survey.

Understanding and managing informal learning factors can help improve job satisfaction in Lithuanian SMEs.

The clarified concept of informal learning is presented. Also, the systematized set of informal learning factors is introduced and tested empirically.