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Information sharing is vital to organizational operations, yet employees are often reluctant to share negative information. This paper aims to gain insight into which employees will be reluctant to share negative information and when by drawing from the proactive motivation literature examining effects of proactive personality and motivational states on individuals’ willingness to share negative information.

A cross-sectional design was used, with data collected from a final sample of 393 individuals via an online survey. Hypotheses were tested using correlation and hierarchical multiple regression analyses.

Interactive effects indicate proactive individuals with accompanying high levels of role breadth self-efficacy (“can do”) or high levels of felt responsibility for constructive change (“reason to”) were less likely to be reluctant to share negative information. However, findings also suggest proactive individuals with lower levels of proactive motivation avoid sharing negative information.

The findings extend what is known about personality factors and employee willingness to share information to highlight which employees may be likely to avoid sharing negative information. The authors also examine the moderating influence of proactive motivational states on the relationships between proactive personality and reluctance to share negative information.

This paper employs the theoretical foundations for subjective well-being to examine the impacts of two underlying dimensions of subjective well-being (psychological well-being and social well-being) on pro-environmental consumption behaviors (PECBs). In this research, the moderating role of exposure to positive environmental messages on media in the relationship between subjective well-being and PECBs is also examined.

This research uses a quantitative research method with data collected from an online survey questionnaire posted in Facebook groups related to PECBs in Vietnam.

Psychological well-being and social well-being are found to be separate significant predictors of PECBs. More importantly, exposure to positive environmental messages on media was found to reinforce the impacts of psychological well-being on PECB but not moderate the relationship between social well-being and PECB.

This research offers a new insight for encouraging PECB from the perspective of subjective well-being. Different from the extant perspectives, which usually examine subjective well-being as a unidimensional antecedent of PECB, the authors highlight that subjective well-being can influence PECB in two separate dimensions. Moreover, this research extends existing literature by accentuating the role of exposure to environmental messages in the association between different types of social well-being and PECB.

The purpose of this paper is to compare the explanatory power of reactance theory and power dependence theory in predicting the moderating effect of job embeddedness on the organizational trust-workplace deviance relationship.

Cross-sectional data were collected from a sample of nurses (n=353) via an online survey organization. The data were analyzed using hierarchical regression.

Job embeddedness significantly moderated the organizational trust-workplace deviance relationship such that participants who experienced low organizational trust and high job embeddedness engaged in more workplace deviance than those experiencing low organizational trust and low job embeddedness.

Organizations should attempt to build and maintain employees’ organizational trust since employees who lack organizational trust are more likely to act deviantly. Additionally, organizations should realize that job embeddedness is not always beneficial. Therefore, organizations should seek to reduce negative perceptions of job embeddedness by alerting employees (especially those who are the most distrusting) of other job opportunities and providing more generalizable skill training, to enhance employees’ perceptions of mobility.

This study demonstrates that job embeddedness can be applied to models (i.e., the organizational trust-workplace deviance relationship) beyond those that have previously included turnover as an outcome (i.e., Lee et al., 2014), and that such influences may be negative. More notably, the results provide evidence supporting the notion of the negative side of job embeddedness.

The case primarily deals with the HR issues confronted by a US telecom company entering India for software development.

The case can be used of MBA and BA level courses in human resource management and international management.

The focus of the case is on the international HR issues that emerge and how this company goes about solving its challenges of charting an international course. The telecom company establishes an Indian subsidiary, USTC-I, for this purpose and recruits fresh graduates and experienced professionals for USTC-I. The case describes the human resources challenges faced by Todd Johns, an HR Manager with the US company as the company attempts to recruit professional for USTC-I. This case deals with specific HR tools and techniques that can, and perhaps, should be used in identifying, recruiting, hiring and retaining employees.

Students should be able to: evaluate the current situation of the organization and offer possible remedies and solutions for improving future human resource practices in a global context, identify and analyze the effectiveness of how HR tools (recruiting methods, interviews, selection methods, orientation programs, reward systems) are implemented, develop a plan for improvement of HR recruiting and selection in an international context, explain the factors and problems that can undermine an interview's usefulness, and techniques for eliminating these problems in an international context, explain the pros and cons of background investigations, reference checks, and pre-employment information services in an international context.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

The purpose of this study is to extend the pay communication literature by examining the relationship between pay secrecy and turnover intentions with the inclusion of mediators. This study further analyzes the influence pay secrecy and organizational trust have on three key employee attitudinal variables that are directly related to turnover intentions.

The data were collected from participants that were recruited using Mechanical Turk, yielding a sample size of 496. Structural equation modeling (SEM) was used to analyze the hypotheses.

Findings demonstrate pay secrecy positively influences turnover intentions. This relationship is double-mediated by organizational trust with organizational cynicism, organizational disidentification, and job embeddedness. All hypotheses were supported.

This research shows that pay secrecy has negative effects on employee attitudes and behaviors. Based on the findings of this study, organizations should take steps toward pay openness to avoid employees becoming distrustful and more cynical of the organization, boost feelings of being embedded, and deter organizational disidentification.

This study contributes to the pay communication literature by further explaining the pay secrecy–turnover intentions relationship with the inclusion of mediators that have shown mixed results or have not been previously analyzed to the researchers' knowledge. Specifically, organizational trust, organizational cynicism, organizational disidentification, and job embeddedness were examined as mediators. Previous research has shown mixed results for the influence pay secrecy has on organizational trust, with some studies demonstrating pay secrecy to have a positive effect and others a negative effect. This study demonstrates support for pay secrecy's negative relationship with organizational trust.

An urgent topic of conversation among government documents librarians today is the need for training, in both the use of federal depository collections and the provision of reference services for these collections. Two trends that have pushed this issue to the forefront in recent years are the proliferation of electronic resources and the fact that, in many institutions, government documents reference services are being integrated into general reference service points. This selective bibliography focuses on recent articles that present a substantially detailed account of training and educational programs for everything from ongoing professional development training for staff to course‐integrated instruction for students, and will serve as a resource for librarians involved in these educational efforts.

The purpose of this paper is to explore undergraduate student attitudes towards the inclusion of social media training within higher education pedagogy, student perceptions of social media proficiency as professional expertise and its impact on graduate employability.

In all, 81 undergraduate students studying medicine, law, science and arts volunteered to complete an online survey. Questions examined student attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency.

Participants stated that social media skills should be taught in optional classes (85 per cent) covering generic competencies (56 per cent). The majority (91 per cent) of respondents reported that social media skills and training were valuable for employability.

This was a pilot study and was therefore limited by the self-selection of participants, sample size and geographic location.

This study identifies that undergraduates across a range of disciplines are receptive to developing professionally relevant social media skills within higher education pedagogy and identify a link between social media proficiency and graduate employability.

Despite the increasing necessity for social media skills in professional environments, few studies have examined the teaching of social media skills as a core competency in higher education. Instead, social media is largely examined in relation to curriculum delivery and student engagement. This study explores attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency exclusively from the viewpoint of undergraduate students, to provide an alternative insight rarely explored in the literature.

This chapter critically examines the unprecedented 2020 decision by World Rugby's (WR) primarily male leadership (92% of board members) to ban transgender (trans) women from playing women's rugby union. We examined the process that was followed and found a lack of consultation with those directly impacted: women. To address this critical gap in the policy development process we conducted interviews and focus groups with cisgender female rugby players (junior to elite) of mixed ethnic backgrounds living in England, Canada and Australia. This was done with the support of rugby governing bodies and professional rugby teams. We found no support for WR's blanket ban. Rugby players felt the policy was a contradiction of rugby's claims it is a ‘game for all’. The minority of players with safety concerns supported exclusion on a case-by-case basis, with exclusion justified in a small number of narrowly defined circumstances (e.g. elite male players who transitioned recently). Importantly, the women and girls questioned why rugby's leaders had chosen to focus their energy on ‘protecting’ them from trans athletes but had ignored serious problems which cause them direct harm, such as a lack of funding, pervasive sexist and homophobic behaviour, sexual harassment, and substandard coaching and training facilities (relative to men). Our findings are consistent with and they support the position of women's sports organizations which have called on WR's male leaders to discard their blanket ban and undertake a rigorous, science-driven, collaborative policy development process.

One of the primary goals of the project was to create a supportive environment for experimentation to enhance classroom effectiveness.

A group of librarians, the enhancement team, scheduled brainstorming sessions with instructors interested in making changes in their classroom approaches. At the brainstorming plans for session objectives, activities, timing, roles and desired outcomes were made for a specific upcoming class. Most participating instructors chose to enhance their classes by trying either an active learning activity or a group work activity that was new to them. A member of the enhancement team attended each of the peer‐planned sessions to take notes and act as an observer, assistant or team teacher, as requested by the instructor. The instructors who participated also filled out brief assessment forms.

Although neither the non‐library faculty nor the students were formally surveyed, the active learning techniques used in the one‐shots received positive feedback. In particular, several teaching faculty told the library instructors at the end of the classes that the immediate hands‐on activities and the group activities aided the students’ comprehension of materials. In addition, a majority of the library instructors noted in their follow‐up surveys that the students were noticeably more engaged in the learning process during these classes.

The model of peer coaching at the planning stage, combined with team teaching, will be used to introduce new staff to teaching in the UNLV Libraries’ instruction department and continuing staff will be encouraged to open their classrooms to colleagues for ongoing professional development and constructive peer evaluation.