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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.

The purpose of this paper is to provide a historical account of organizational citizenship behavior (OCB) based on the existing literature.

The paper performs keywords search of published articles from 1930 to 2017 in widely used research databases.

The historical review shows that the OCB, as a field of study, was slow to develop. Although it has been introduced in the late 1970s and officially defined in the 1980s, its origins can be traced back to the 1930s. Despite this, OCB is generally regarded as a relatively new construct and has become one of the biggest subjects studied in the literature. OCB has reached far and wide into the business and management domains, supporting the fact that the well-being employees and their behaviors can greatly affect organizations’ effectiveness and performance. Having been the topic of a significant number of studies, there have been inconsistent research findings regarding the concepts. Furthermore, some concepts have been noted to overlap, with several scholars using different terms for essentially similar concepts.

The advent of technology and globalization has greatly affected organizations today which resulted in increased competition in the global business. Firms have started to look into the behavior exhibited by employees as a means of achieving competitive advantage, such as OCB. Voluminous works have been conducted regarding the study of OCB; however, none have been recorded to make an in-depth exploration of when and how it first surfaced. Since its official introduction, explorations regarding OCB have dramatically increased, most especially in the twenty-first century. Unfortunately, this has resulted in an increasing difficulty to keep up with the theoretical and empirical developments in the literature. As interest in OCB continues to grow, coherent integration of the concept becomes progressively more complex and necessary. This paper looks into the chronological evolution of the OCB, giving precise details of its development from the time it was first conceptualized up until the present wherein OCB has been used to indicate organizational effectiveness and performance.

The purpose of this paper is to uncover the hidden gender consequences of three current trends in the workplace, the increase in knowledge work, information and communication technology (ICT) and work‐life balance policies.

The paper synthesizes and analyses existing empirical evidence from research on knowledge work, work‐life balance and boundary, women's work and careers.

Knowledge work, ICT and work‐life balance policies are found to increase the temporal and geographical flexibility of work. Such enhanced flexibility should facilitate women's participation and advancement in work and therefore gender equality. However, all three trends also have hidden gender consequences that significantly prevent women from participating and advancing.

Research needs to explicitly integrate evidence from across research areas and disciplines to appreciate the complexity and contentiousness of current workplace developments from a gender perspective.

A public debate is needed that better communicates and challenges the complexity of gender issues in the twenty‐first century workplace, in order to raise critical awareness amongst individual workers, as well as practitioners and policy makers, and to lead to better informed decision making.

A gender‐focused analysis and synthesis of evidence across the research areas included in this paper is currently lacking. The paper thus makes a novel contribution to the academic debate on gender equality in the workplace and provides an improved basis for better informed discussions between academics, policy makers and practitioners about how to achieve gender equality in today's world of work.

The purpose of this paper is to share findings from a literature review conducted during ongoing scholarly research on the characteristics of knowledge workers. This paper aims to place knowledge workers in the context of twenty‐first century organizations by providing a historical background on the emergence of knowledge work.

The literature presented in this review is drawn from Google and Google Scholar searches along with the following EBSCO databases: Academic Search Premier, Business Source Premier, MasterFILE Premier, MasterFILE Select, Communication & Mass Media Complete, Psychology and Behavioral Sciences Collection, PsycARTICLES, and PsycINFO.

Much of the literature review for this project comes from the management field. A predominant theme is that capitalizing on the talents of knowledge workers entails creating a culture with a specific set of characteristics chosen to create an environment in which knowledge workers flourish. A common perception is that the effective management of knowledge workers is hindered by the lack of a cohesive definition. The literature review suggests that a set of characteristics exists specific to knowledge workers.

The paper posits an increased awareness of twenty‐first century workforce characteristics that need to be taken into consideration as soon as possible by private, public or academic enterprises.

While there is no dispute about the exponential growth of knowledge workers and their critical impact on business, the number of knowledge workers is difficult to gauge due to the lack of a precise definition. Moreover, this workforce is difficult to manage until it is well understood and defined. There is no model to encompass the full spectrum of characteristics that define knowledge workers. A proposed taxonomy of the characteristics of knowledge workers can serve as a springboard for more intensive research into the application of management practices uniquely suited to motivating knowledge workers to superior performance.

One of the goals of educational institutions is to prepare their graduates to be workplace-ready. The purpose of this paper is to identify the employability skills lacking in the Science, Technology, Engineering and Math (STEM) industry from employers' perspectives to assist STEM educational institutions in creating more relevant programs inclusive of employability skills.

This study addresses 16 job-specific skills based on data deriving from the responses of 250 Human Resource Managers (HRMs) who represent five manufacturing industries (Aerospace and Defense, Automotive, Consumer Products, Electronics and Industrial Manufacturing) located in five regions (Northeast, Midwest, Southeast, West-Mountain and Pacific) of the United States.

The median scores for all 16 skills confirmed their importance for employability in the five manufacturing industries. The five highest ranking skills were team player, self-motivation, verbal communication, problem-solving and being proactive, which align with previous studies on workplace skills.

This paper is a call to all STEM educational institution stakeholders, both internal and external, to re-assess current curriculum and programs and collaborate to narrow the gap between graduate competencies and the practical needs of the workplace.

This paper attempts to bridge the gap between the competencies gained in STEM educational institutions and the competencies needed for the future workplace, as confirmed by HRM professionals. Although this study is focused on STEM educational institutions in the United States, it will be of interest to all STEM educational institutions worldwide who play a significant role in preparing the next generation of employees for the global workplace.

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.

The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future.

This phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success.

This study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university.

This is a conceptual model for testing in academic research settings in colleges and universities.

The study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals.

From the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.