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The purpose of this paper is to consider existing debates within the sociology of work, particularly the re-emergence of labour process theory (LPT) and the “collective worker”, in relation to resistance at work. Through presentation of primary data and a dialectical discussion about the nature of ideology, the paper offers alternative interpretations on long-standing debates and raises questions about the efficacy of workplace resistance.

The design of this methodology is an ethnographic study of a call centre in the North-East of England, a covert participant observation at “Call Direct” supplemented by semi-structured interviews with call centre employees.

The findings in this paper suggest that resistance in the call centre mirrors forms of resistance outlined elsewhere in both the call centre literature and classical workplace studies from the industrial era. However, in presenting an alternative interpretation of ideology, as working at the level of action rather than thought, the paper reinterprets the data and characterises workplace resistance as lacking the political potential for change often emphasised in LPT and other workplace studies.

The original contribution of this paper is in applying an alternative interpretation of ideology to a long-standing debate. In asking sociology of work scholars to consider the “reversal of ideology”, it presents an alternative perspective on resistance in the workplace and raises questions about the efficacy of workplace disobedience.

The purpose of this paper is to look at workplace learning through research into sociology of work. It explores the “learning discourse” at work place level looking for possibilities to oppose learning.

This paper is based on case studies conducted at six workplaces. The data on the cases include interviews and observation and three of the cases can be characterized as being based on action research.

In light of the case studies, learning at workplaces shows up as action and discourse that is quite interest‐laden and contested. Employers demand learning but employees find ways to oppose these demands.

In the planning of measures that support workplace learning it is important to identify general structures and trends of working life, as well as the different interests at the workplace. In this way, a situation can be avoided in which adult educators and their activities are used as weapons in campaigning for some groups' interests.

The article's distinctive feature lies in its critical approach to workplace learning through in‐depth data sets. It explores further so‐called positive learning discourse and its implications at different kind of workplaces and to different kind of personnel groups.

The purpose of this paper is to examine perspective of “gendered labour process” to explore the aspectsof managerialism, which utilize gender as a control measure to achieve its ends. The paper seeks to integrate gender and labour process theory and contribute to studies on gendering of organizations that focus on organization logic as well as integrated studies of labour process theory and gender.

The paper utilizes thematic analysis as the method for analysing the interviews of senior managers in an information technology service organization in India, to identify managerial ideologies and practices.

A gendered labour process perspective could reveal the institutional orders that systemically discriminate or exclude women in organizations, rather than gender ideologies alone.

Rather than focussing on gender sensitization alone, as is the case with the gender diversity initiatives, it may be fruitful to revisit work design and work organization, to identify and implement changes, so that women’s marginalization and exclusion from certain workplaces could be minimized.

A view of gendered labour process could aid public policies aimed at enabling women to continue their employment without disruptions.

The paper attempted to integrate gender and labour process theory by delineating the organization logic that deploys gender as a means of managerial control.

The purpose of this paper is to examine whether and how employed single-parents differ from parents in two-parent families in their experience of work-to-family conflict (WFC) and family-to-work conflict (FWC). Looking at job-related as well as family-related demands and resources, this research investigated to what degree these demands and resources contribute to differences in WFC and FWC, how their relevance in predicting conflicts varies between single parents and other parents and the role of compositional differences in work and family demands and resources.

Cross-sectional linear regression analyses were applied to analyze a random sample of employees in large work organizations in Germany. The sample included 3,581 parents with children up to the age of 25, of whom 346 were single parents.

The results indicated that single parents face more FWC, but not more WFC, than other parents. For all parents, job demands such as overtime, supervising responsibilities and availability expectations were associated with higher levels of WFC, whereas job resources such as job autonomy, support from supervisors and flexible working hours were associated with lower levels of WFC. In predicting FWC, family demands and resources played only a minor role. However, results provide only scant evidence of differences between single parents and other parents in terms of the effects of job and family demands and resources.

This study offers interesting insights into the diversity of WFC and FWC experiences in Germany. It provides first evidence of the impact of job and family demands and resources on both directions of work–family conflicts among employed single parents as a specific social group.

This paper aims to examine and discuss learning conditions for teachers, in the context of choice and decentralisation reforms.

This article is based on analyses of 30 interviews with Swedish upper secondary teachers focusing on their experiences of their conditions for learning.

This paper shows how teachers at upper secondary level identify their subjects as the most important to learn more within. Secondly, we also show that spatial and temporal aspects of organisation of work seem to influence the conditions for subject learning, where the interviewees in many ways contrast their own view to how they describe their work being organised.

Our findings may have currency for other professional groups with similar governance-contexts, and teachers in other similar governance-contexts.

These findings indicate the need to further develop workplace learning strategies founded upon the understanding of schools as workplaces, taking occupational values into account. Furthermore, these strategies should be seen as a core Human Resource Management issue, as they can potentially enhance the work environment, thus increasing the profession’s attractiveness.

We show that spatial and temporal aspects of organisation of work seem to influence the conditions for the sought after subject learning, and that the teachers and the school management seem to identify with different and clashing ideals in terms of what, when, how and with whom to learn.

The purpose of this paper is to assess ways in which informality can be understood and reviews an emerging area of management scholarship. The origins and nature of informality are discussed with the aid of two different theoretical tools: “workplace sociology” (WS) and “mixed embeddedness” (ME).

The analysis is grounded in empirical material reflecting different aspects of informality mainly within the ethnic economy, such as a study on the implementation of the National Minimum Wage regulations (Ram et al., 2007; Jones et al., 2004, 2006).

The authors argue that the combination of WS and ME provides a valuable means of content and character of informality. It can also help to explaining variations and patterns within the informal economy, as well as understanding new forms of informality in the ethnic economy and beyond in “superdiverse” contexts.

This paper bridges two different theoretical approaches to explain the interactions between the firm and state regulations, as well as the workplace relations between employer and employees.

The problem of workers at risk should be reframed to reflect the impact of social stratification, power relations and divergent interests in occupational health practices. The past two decades have seen rapid developments in technology for detecting genetic traits and abnormalities in individuals that may indicate damage from chemical exposure. Occupational physicians, industrial managers and biomedical scientists increasingly favour this technology. However these methods have only selective appeal and are quite controversial. Their accuracy in identifying high‐risk workers is disputed as well as their value and consequences. Social factors that shape the way workers at risk have been defined are discussed. These social processes help to explain the way issues of risk are framed and industrial practices are conducted. They also explain patterns of support and opposition to genetic technology.

From the optimistic to the critical, the post‐structural to the market rational there are varied perspectives on normative control at work. The purpose of this paper is to describe a tactical evolution in normative control practices and explore how this development sits with each perspective.

The paper is based on a six month participant ethnography incorporating 75 interviews and document analysis. Data are presented from human resources, executives, managers and employees.

This paper presents an account of a leading, listed, global firm's attempt to align employees to the organisation's goals through fashioning an ideal employee identity based on the organisation brand. Perspectives are provided on the desired role and ultimate failure of this employee branding initiative. Indeed, branding may be a normative step too far. The paper demonstrates how the workplace comprises of a variety of experiential forces and employees are capable of deciding which are the most substantive. However, the existence of varied perspectives on normative control within the workplace can account for both its failure and perpetuation.

The findings highlight the variety of forces that interact to shape perspectives of normative control within a workplace. Consequently, future research may benefit from adopting a more holistic analytical approach to avoid over or under estimating the role of normative control.

The novelty of this paper comes firstly from the account of a tactical normative development and secondly from the demonstration of the value of considering the role and impact of normative control from a variety of theoretical perspectives.

We review past research on the relationship between attributional perceptions, emotions, and workplace aggression and develop a conceptual model that extends this research in two ways. First, we consider the influence of controllability attributions on the type (otherdirected, self-directed, hostile, non-hostile) and likelihood of aggressive responses to negative workplace outcomes and situations. Second, we consider the extent to which discrete negative emotions might mediate these attribution-aggression relationships. Implications for anticipating and preventing workplace aggression based on this conceptual model are discussed.