A comparison of distributive justice strategies was made between a collectivistic culture, i.e., Mexico, and an individualistic culture, i.e., the United States. This…
A comparison of distributive justice strategies was made between a collectivistic culture, i.e., Mexico, and an individualistic culture, i.e., the United States. This study is the first to include the effect of ingroup/outgroup on the distribution strategies as Fischer and Smith (2003) called for in their extensive meta‐analysis of the topic. Distributive justice was operationalized as the monetary rewards given by Northern Mexicans and Americans in sixteen different allocation vignettes. The results showed that the two groups were significantly different in only one of the allocation vignettes. These results indicate a convergence between the cultures of the northern maquiladora region of Mexico and of the United States. Northern Mexicans and Americans were not significantly different in their distributive justice strategies.
The LAUSD is the largest school district in the State and is charged with the responsibility of educating over one‐fifth of the children in California. Taken individually…
The LAUSD is the largest school district in the State and is charged with the responsibility of educating over one‐fifth of the children in California. Taken individually, each of the LAUSD’s eleven local districts would rank in the top twenty in the State in terms of student population. The District is LA County’s second largest employer, and with an annual operating and capital budget of over nine billion dollars, it brings together a diverse range of active and dynamic stakeholders. In 2000 the LAUSD found itself at a crossroads. In response to growing criticism and the threat of a State‐mandated break‐up due to the poor performance of their schools, the District created eleven mini‐districts to improve accountability and take instructional programs closer to the people who use them. This paper provides background on the LAUSD’s decentralization effort and power sharing aspects of the District’s self‐imposed break‐up, and recommendations for addressing these issues are postulated.
This study aims to explore the role of formal education in managerial career attainment and how this role has changed over time.
The personnel records of two cohorts of managers who entered the firm at different times in a large internal labor market company were examined. The study encompassed years of education, subject of degree, timing of degree conferral, and quality of educational institution. Career attainment was regressed on the control variables and the hypothesized predictor variables using hierarchical multiple regression analysis.
The research suggests that the importance of having an undergraduate degree seems to be increasing, while the importance of the selectivity of the university seems to be decreasing with respect to career attainment. Also, majoring in business continues to be an important factor related to career attainment.
Future research focusing specifically on the differences in managerial career attainment of individuals who stay with their initial firm versus those who change employers would be beneficial. It would also be interesting to focus on the different reasons why people go back to school to obtain a degree.
Obtaining a degree after entering the firm was not related to career attainment. Universities have advocated the benefits of obtaining a degree to students who are already in the workforce. These results must be investigated further.
The data for this study were obtained from occupational records and allowed a more detailed analysis of an actual internal labor market organization and a longitudinal look at the changing role of education in relationship to career attainment.
The purpose of this paper is to gain a better understanding of the effects of recruiter friendliness and both verifiable and non-verifiable job attributes in the…
The purpose of this paper is to gain a better understanding of the effects of recruiter friendliness and both verifiable and non-verifiable job attributes in the recruitment process.
In total, 498 participants watched a videoed simulation of a recruitment interview and completed a questionnaire. Three-way analysis of variance (ANOVA) was used to test the interaction and main effect hypotheses.
Applicant reactions were more favorable with a friendly recruiter. The more favorable the verifiable job attribute information (JAI), the more favorable the applicant reactions were to the employment opportunity. Compared to applicants who received negative or no non-verifiable JAI, applicants who received positive or mixed non-verifiable JAI were more attracted to the recruiter, perceived the employment opportunity as more desirable, and were more willing to pursue the employment opportunity. Reactions were most favorable in the positive non-verifiable JAI condition, less favorable in the mixed condition, and least favorable in the negative condition. Surprisingly, the “no information” mean was above the negative information condition.
This fully crossed 2 × 3 × 4 experiment simultaneously examined 2 levels of recruiter friendliness, 3 levels of verifiable job attributes and 4 levels of non-verifiable job attributes. The five dependent variables were attraction to the recruiter, attraction to the employment opportunity, willingness to pursue the employment opportunity, the perceived probability of receiving a job offer and the number of positive inferences made about unknown organizational characteristics. Previous research examining the effects of employment inducements and job attributes were conducted in field settings where it is difficult to control the amount and favorability of JAI applicants receive.