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In today's turbulent business environment leaders must be able to adapt to rapidly changing circumstances. For this research the authors aim to focus on the issue of…
In today's turbulent business environment leaders must be able to adapt to rapidly changing circumstances. For this research the authors aim to focus on the issue of adaptability defined as the ability to work effectively within a variety of changing situations, and with various individuals or groups. They also aimed to examine how variables of career complexity affect development of adaptability.
The authors draw on a unique database containing the career histories of 52 senior executives in a major global corporation. They use the term career complexity to represent the degree of variety in these individuals' career experiences, and they test the degree to which career complexity contributes to the development of adaptability later in their careers.
Findings from this study shed light on the relationship between specific career experiences and executive adaptability. Executives who had the experience to serve in an executive assistant role developed higher levels of adaptability. For executives without the executive assistant opportunity, job rotations through different types of roles provided a boost to their adaptability. Three role type changes (e.g. line, staff, or matrix) is optimal; 100 months is an optimal time to spend in each role type.
While the field of leadership development has generated substantial insight into the competencies required by executives, there are few models and empirical studies that describe the process of how specific competencies are developed. The authors' study highlighted the utility of the career complexity construct for both prospective understanding of career actions and processes and retrospective understanding of paths, patterns, and outcomes. The authors demonstrated the predictive value of the career complexity construct by presenting results of the statistical analyses of the hypothesized relationships between career complexity and career outcomes.
While well-being and resilience in the workplace continue to be important areas of research, the role age plays in well-being and resilience at work and associated…
While well-being and resilience in the workplace continue to be important areas of research, the role age plays in well-being and resilience at work and associated positive work outcomes is often ignored. In most studies age is simply treated as a control variable. In this chapter, we outline the importance of considering age in well-being and resilience research by focusing on how age may impact both of these variables and drawing on research from both the organizational psychology and developmental psychology literature. Theoretical models of these relationships are put forth, and future research directions are discussed.
In this chapter, we theorize that metaperceptions (beliefs about how one is viewed by others) derived from social identity categories will influence intrapersonal…
In this chapter, we theorize that metaperceptions (beliefs about how one is viewed by others) derived from social identity categories will influence intrapersonal processing and resultant member interaction patterns in diverse work groups. In turn, such patterns of interactions will affect the quality of emergent states within diverse groups, ultimately impacting group-level outcomes. We will extend previous work in this area by examining the formation, nature, and consequences of metaperceptions in workgroups within which individuals vary with regard to social identities. In addition, we will describe the implications of metaperceptions for the effective leadership of diverse groups.
Drawing on the case of the recent Belgian law on the “sharing economy,” this chapter develops a critique of the dominant discourse of platform-mediated work as fostering…
Drawing on the case of the recent Belgian law on the “sharing economy,” this chapter develops a critique of the dominant discourse of platform-mediated work as fostering the inclusion of individuals belonging to historically underrepresented groups (e.g., women with caring roles, people living in remote areas, individuals with disabilities, etc.) into the labor market. Exempting platform-mediated employment from social contributions and substantially lowering taxation, the law facilitates platform-based crowdsourcing firms’ predatory business model of capital valorization. The author argues that this business model rests precisely on the externalization of the costs of the social reproduction of this “diverse” labor through its precarization. These costs are not only externalized to individual workers, as often held. They are also externalized to the Belgian welfare state, and thus ultimately both to taxpayers and firms operating through classical business models, which fund the welfare state through taxation and social security contributions. For this reason, the debate surrounding platform-based employment might paradoxically provide a historical opportunity for recovering the Belgian tradition of social dialog between employers’ associations and trade unions. The author concludes by identifying key foci for action to ensure a better protection of workers of crowdsourcing firms including classifying them as employees, revising the conditions of access to social security protection, inclusive union strategies, the leveraging of technology to enforce firm compliance, and fostering counter-narratives of firms’ accountability toward society.
A thematic focus on identity has for years been a mainstay of secondary school literature curricula. Typical curricular units engage students in questions related to what…
A thematic focus on identity has for years been a mainstay of secondary school literature curricula. Typical curricular units engage students in questions related to what it means to come of age and to develop an integrated sense of individual identity in the face of societal pressures toward conformity. This common thematic focus relies on conventional theories of identity as static, located in the individual, and linked to an autonomous self. Further, this focus positions adolescents as incomplete people, lacking fully formed identities. Current sociocultural theories of identity, however, understand identity as multiple, fluid, performed, and shaped by cultural histories and social contexts. Identity, in this view is always in process. Adolescents are fully formed people with identities that are no more or less complete than those of anyone else. Such a view of identity requires a more complex and nuanced conceptualization of adolescents, their capabilities, and their interactions with texts than does an individual view of identity. In this chapter, we outline a framework for identity focused literature instruction that relies on sociocultural understandings of identity, then draw on illustrations from classroom research to explore three key ways that an identity-focused approach challenges current approaches to pre-service teacher education related to literature instruction. Specifically, we explore challenges to the ways that we teach teachers to select and evaluate literary texts, plan literature instruction, and engage in inquiry and dialogue with students.