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For decades organizational citizenship behavior (OCB) has been of interest to scholars and practitioners alike, generating a significant amount of research exploring the concept of what citizenship behavior is, and its antecedents, correlates, and consequences. While these behaviors have been and will continue to be valuable, there are changes in the workplace that have the potential to alter what types of OCBs will remain important for organizations in the future, as well as what types of opportunities for OCB exist for employees. In this chapter we consider the influence of 10 workplace trends related to human resource management that have the potential to influence both what types of citizenship behaviors employees engage in and how often they may engage in them. We build on these 10 trends that others have identified as having the potential to shape the workplace of the future, which include labor shortages, globalization, immigration, knowledge-based workers, increase use of technology, gig work, diversity, changing work values, the skills gap, and employer brands. Based on these 10 trends, we develop propositions about how each trend may impact OCB. We consider not only how these trends will influence the types of citizenship and opportunities for citizenship that employees can engage in, but also how they may shape the experiences of others related to OCB, including organizations and managers.

This chapter discusses the miners’ informal working strategy of making a plan (planisa) in context of the relationship between teamwork training that was provided to the mining teams above the ground and its implementation in the underground mining workplace. The training programme was essentially about empowering and transforming frontline mining teams to self-directed work teams (SDWT) to understand the gold-mining business through the eyes of management. Its aim was to create new kinds of mineworkers who understood the what, how and why of the twenty-first-century mining business. AfricaGold sought to restructure the underground workplace through SDWT training in order to create a congenial, humane, democratic and more meaningful form of work processes, which permitted the mining teams to have greater flexibility in the production tasks they performed. The chapter reveals that the SDWT training seemed to have motivated the mining teams. Interestingly enough, this motivation tended to prevail even in situations of production bottlenecks. At the heart of this motivation was the miners’ organisational practice of making a plan. It is arguable that the SDWT training enhanced the desire of the mining work teams to make a plan in response to production blockages and managerial inefficiencies. This is essentially what the training aimed to do – to create new kinds of frontline mineworkers who are committed to achieving the productivity goals of a modern mining workplace. Ironically, the management of production did not seem to complement the inspiration and energy that the training instilled in the minds and hearts of the mining teams.

This chapter examines the changing nature of frontline supervision in light of the supervisory training and development programme which was provided to shift-bosses in order to complement the workplace change processes that AfricaGold embarked on to improve operational efficiency, productivity and safety of its mining operations. Although the training course was an important workplace change initiative taken by top management to improve organisational, individual and team performance at the rock-face where it mattered most, lack of organisational and managerial support prevented frontline supervisors from effectively implementing what they learned on the training course. The chapter highlights the importance of not only providing organisational change-focused training, but also systematically and strategically involving frontline supervisors in the conceptualisation, design, execution and evaluation of workplace change initiatives. It is only when frontline supervisors are supported, managerially and organisationally, that they can be deal-makers rather than deal-breakers for a successful introduction and execution of change initiatives on the shop-floor.

While some may perceive technology as disruptive in higher education, this chapter makes a case that video technology can be used to increase collaboration and engagement in learning and teaching. It is argued that digital storytelling can be integrated as part of the assessment in graduate-level courses without compromising expectations related to academic rigor. Rather, digital storytelling advances multimedia literacy for the individual and supports the generation of bounded learning communities, specifically in online and blended programmes. Covering social presence, teaching presence and cognitive presence, the chapter draws on two examples of digital storytelling used in the MA in Conflict Analysis and Management and the MA in Global Leadership at Royal Roads University, Canada. Overall, the chapter makes a contribution to the conversation of how assessment formats can be updated to match the shift from traditional, lecture formats and brick-and-mortar institutions to applied, collaborative programmes that are often delivered in blended and online formats. Thus, as the field of higher education continues to evolve and adapt alongside technological innovations, the chapter suggests that digital storytelling can be one way to complement and update assessment formats to match the evolution of the twenty-first century.

The first cluster of papers in this volume studies the effect of worker participation on individuals, group processes, and organizations. This topic mirrors the predominant emphasis in the literature wherein worker participation, broadly defined, has been regressed against nearly every conceivable outcome in diverse work settings. Quite reasonably, a driving question for social scientists is what happens when worker participation is introduced. What are the consequences of top-down participation schemes and are they meaningful? Do they change the distribution of rewards and opportunities, or reconfigure dynamics between workers? The study of outcomes is significant because it touches on whether worker participation programs genuinely change the nature of work, improve workers’ jobs, strengthen workers’ hand or merely perpetuate traditional power structures.

The chapter argues that implementing a professional writing program in universities can help students build expertise, confidence, and a strong professional portfolio that can advance their future careers to greater heights. This is achieved through a curriculum directly connected to the industry of the students' disciplines, expert instructors providing extensive feedback, and tips to transform ideas and knowledge into professional writing pieces. Additionally, the chapter highlights the importance of students gaining a comprehensive understanding of communication, being aware of the benefits of professional writing, and having hands-on experience through active engagement in the learning process to improve their craft. The chapter emphasizes that transformative learning implemented through strong writing and communication skills are highly valued by all industries seeking job candidates.

Finally, the chapter provides a strategy for improving students' employability by implementing a professional writing program in universities, which is based on the understanding of the changing career demands and the importance of communication and writing skills in all industries seeking job candidates.

This chapter squarely attributes DEI responsibility to powerful corporations that have historically benefitted from a history of discrimination against people of color and recommends a path forward that embraces DEI-PR-CSR intersections by placing DEI within a CSR office rather than in HR.