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1 – 10 of 248The efficiency of each of an organization’s individual workers determines its effectiveness. The study aims to explore the relationship between human resource management (HRM…
Abstract
Purpose
The efficiency of each of an organization’s individual workers determines its effectiveness. The study aims to explore the relationship between human resource management (HRM) practices and organizational effectiveness with employee performance as a mediating variable.
Design/methodology/approach
Data were collected from 800 police officers in the Greater Accra and Tema regions. The data were supported by the hypothesized relationship. Construct reliability and validity was established through confirmatory factor analysis. The proposed model and hypotheses were evaluated using structural equation modeling.
Findings
The results show that career planning and employee performance were significantly related. Self-managed teams and employee performance were shown to be nonsignificantly related. Similarly, performance management and employee performance were shown to be nonsignificantly related. Employee performance significantly influenced organizational effectiveness. The results further indicate that employee performance mediates the relationship between HRM practices and organizational effectiveness.
Research limitations/implications
The generalizability of the findings will be constrained due to the research’s police service focus and cross-sectional data.
Practical implications
The study’s findings will serve as valuable pointers for the police administration in the adoption, design and implementation of well-articulated and proactive HRM practices to improve the abilities, skills, knowledge and motivation of officer’s to inordinately enhance the effectiveness of the service.
Originality/value
By evidencing empirically that employee performance mediates the relationship between HRM practice and organizational effectiveness, the study extends the literature.
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Tory H. Hogan, Larry R. Hearld, Ganisher Davlyatov, Akbar Ghiasi, Jeff Szychowski and Robert Weech-Maldonado
High-quality nursing home (NH) care has long been a challenge within the United States. For decades, policymakers at the state and federal levels have adopted and implemented…
Abstract
High-quality nursing home (NH) care has long been a challenge within the United States. For decades, policymakers at the state and federal levels have adopted and implemented regulations to target critical components of NH care outcomes. Simultaneously, our delivery system continues to change the role of NHs in patient care. For example, more acute patients are cared for in NHs, and the Center for Medicare and Medicaid Services (CMS) has implemented value payment programs targeting NH settings. As a part of these growing pressures from the broader healthcare delivery system, the culture-change movement has emerged among NHs over the past two decades, prompting NHs to embody more person-centered care as well as promote settings which resemble someone's home, as opposed to institutionalized healthcare settings.
Researchers have linked culture change to high-quality outcomes and the ability to adapt and respond to the ever-changing pressures brought on by changes in our regulatory and delivery system. Making enduring culture change within organizations has long been a challenge and focus in NHs. Despite research suggesting that culture-change initiatives that promote greater resident-centered care are associated with several desirable patient outcomes, their adoption and implementation by NHs are resource intensive, and research has shown that NHs with high percentages of low-income residents are especially challenged to adopt these initiatives.
This chapter takes a novel approach to examine factors that impact the adoption of culture-change initiatives by assessing knowledge management and the role of knowledge management activities in promoting the adoption of innovative care delivery models among under-resourced NHs throughout the United States. Using primary data from a survey of NH administrators, we conducted logistic regression models to assess the relationship between knowledge management and the adoption of a culture-change initiative as well as whether these relationships were moderated by leadership and staffing stability. Our study found that NHs were more likely to adopt a culture-change initiative when they had more robust knowledge management activities. Moreover, knowledge management activities were particularly effective at promoting adoption in NHs that struggle with leadership and nursing staff instability. Our findings support the notion that knowledge management activities can help NHs acquire and mobilize informational resources to support the adoption of care delivery innovations, thus highlighting opportunities to more effectively target efforts to stimulate the adoption and spread of these initiatives.
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Majid Mohammad Shafiee and Fatemeh Pourghanbary Zadeh
This study aims to identify the main factors affecting export competitiveness and its barriers, focusing on the minerals industry so that a scale is achieved for measuring export…
Abstract
Purpose
This study aims to identify the main factors affecting export competitiveness and its barriers, focusing on the minerals industry so that a scale is achieved for measuring export competitiveness in this industry.
Design/methodology/approach
The research was conducted with a mixed method approach in the minerals industry. Among the active companies involved in this industry, 34 export companies and export management companies were selected and evaluated. In the qualitative phase, 18 experts and managers of the industry were interviewed to identify the factors affecting the export competitiveness of these companies and the barriers ahead of them. In the quantitative phase, a questionnaire was distributed among 412 managers and experts in this industry to categorize the identified factors and to measure the relationships among them. For data analysis in the qualitative phase, theme analysis was used. For the quantitative phase, factor analysis and structural equation modeling were adopted.
Findings
In addition to identifying the main components affecting the competitiveness of companies in exporting minerals as well as the main barriers ahead of them, the findings of the current research categorized these components using factor analysis. These components were categorized into factors, such as manufacturing factors, demand conditions, related and supporting industries, structural factors, competitive strategy and governmental supports. Afterward, their impacts on export competitiveness were measured and supported.
Originality/value
Although some studies have been conducted to examine the competitiveness in different industries, no research has been found that has examined and identified the main factors affecting export competitiveness and their impacts in the minerals industry with a mixed quantitative and qualitative approach. The findings of this research may help managers and policymakers, at the industrial and national levels, to reach a scale for assessing the export companies involved in this industry by identifying the most essential factors of export competitiveness of minerals. Furthermore, the findings of this research can act as a model for future researchers to develop a scale for export competitiveness in other industries.
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Mar Carrió Llach and Maria Llerena Bastida
Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to…
Abstract
Purpose
Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to incorporate the sustainable development goals (SDGs) and key competencies in sustainability, and research should be carried out to determine effective learning methods for this. This study aims to explore the usefulness of problem-based learning (PBL) approaches to train biomedical students in sustainability and to provide some recommendations for the design and implementation of new PBL-SDG scenarios.
Design/methodology/approach
Two PBL-SDG scenarios were designed, implemented and evaluated for 110 students of human biology degree. Learning outcomes and student perceptions of this approach were analysed through questionnaires, student productions, non-participant observation and focus groups.
Findings
The results show that the PBL-SDG scenarios effectively addressed several SDGs and sustainability competencies in a transversal, collaborative and innovative manner. According to student perceptions, the elements that contributed most to the development of these competencies were emotional involvement with the scenario, reflection on their own actions, freedom to approach the problem and tutors who empowered them with their proposals.
Originality/value
The PBL-SDG approach presented in this study is an example of a pedagogical strategy that can help HEIs educate their learners as key change agents. The findings of this study provide evidence for this important aspect and give guidelines and strategies to successfully designing and implementing such methodologies in biomedical education.
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Deepak Bubber, Gulshan Babber, Shashi and Rakesh Kumar Jain
This study aims to explore the interrelationships among human-related lean practices, lean production shop floors, process quality, inventory management, operational productivity…
Abstract
Purpose
This study aims to explore the interrelationships among human-related lean practices, lean production shop floors, process quality, inventory management, operational productivity and business productivity.
Design/methodology/approach
This study used a cross-sectional survey approach, and quantitative data were collected from 324 Indian auto-component manufacturing firms. Confirmatory factor analysis was used, followed by structural equation modelling techniques for the conceptual model, which incorporated a complete set of 11 hypotheses.
Findings
The results confirmed that human-related lean practices trigger lean production shop floors and improve process quality. Furthermore, the study revealed the positive impact of a lean production shop floor on process quality and inventory management and the positive impact of process quality on both operational and business productivity. Finally, inventory management is of the utmost importance in achieving better operational and business productivity, and operational productivity positively leads to business productivity.
Originality/value
The findings of this study can benefit auto-component manufacturing firms by elucidating the complex relationships between human-related lean practices, lean production shop floors, process quality, inventory management, operational productivity and business productivity. Better knowledge of these relationships will enable firms to enhance efficiency levels, reduce costs and resource wastage and improve their overall performance. This study provides a good understanding of the interplay between lean and quality factors and their influence on inventory management and business performance.
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Thomas Howard Morris, Michael Schön and Michael Charles Drayson
There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive…
Abstract
Purpose
There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.
Design/methodology/approach
The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?
Findings
The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.
Originality/value
This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.
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Sarah Alves and Edouard Thiebaut
If building and nurturing a learning organization is not a random chance, the question of where organizations should start is patent. Because learning culture is one of the core…
Abstract
Purpose
If building and nurturing a learning organization is not a random chance, the question of where organizations should start is patent. Because learning culture is one of the core components of learning organizations, it is wondered how individuals and organizations contribute to this phenomenon. Under an interactional perspective, the authors explore the cross-dynamics between learning resources, structure and support (organizational level), and self-directed learning (individual level).
Design/methodology/approach
The authors conducted qualitative and exploratory research in Spring 2021 in France. They used semi-structured interviews with HRMs and a Delphi panel as the main instruments. This dual approach brings a reflexive and complementary dialogue to the research question.
Findings
The results show that non-learning organizations took advantage of the Covid-19 period. They created a learning biotope and fostered learning dynamics. Although this biotope acted as a learning marketplace and lacked guidance, individuals interacted with this learning biotope. They took learning initiatives and developed their self-directed learning. This understanding argues for constant interaction and co-influence between organizations and individuals to build and nurture a learning culture.
Originality/value
There is little discussion on how individuals and organizations contribute to building and nurturing a learning culture from an interactional perspective. Furthermore, literature on learning organizations considers self-directedness as a whole, considering self-directed learning as a characteristic and a process sharpens thinking. On methodological concerns, the authors used a dual qualitative approach with interviews and Delphi for the first time in research on learning organizations.
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Seokwon Hwang, Sunok Hwang and Ronald Lynn Jacobs
This study aims to investigate the influences of perceived and preferred coaching behaviors and the discrepancy between them on job satisfaction, mediated by the quality of the…
Abstract
Purpose
This study aims to investigate the influences of perceived and preferred coaching behaviors and the discrepancy between them on job satisfaction, mediated by the quality of the relationship with the immediate supervisor and adaptive performance.
Design/methodology/approach
The research adopted a cross-sectional survey design. A total of 220 Korean employees, small-sized team members, were recruited from the automotive industry for the study. This research explored the relationship between perceived and preferred coaching behaviors using the Pearson correlation. Structural equation modeling was used to analyze the relationships among perceived and preferred managerial coaching behaviors, the discrepancy between them, the quality of the relationship with the immediate supervisor, adaptive performance and job satisfaction.
Findings
Perceived and preferred coaching behaviors exhibited a weak correlation. Perceived coaching behaviors indirectly influenced job satisfaction through the quality of the relationship with the immediate supervisor and adaptive performance. The discrepancy between perceived and preferred coaching behaviors directly and indirectly influenced job satisfaction via adaptive performance. However, all paths related to preferred coaching behaviors were found to be insignificant.
Research limitations/implications
Although the results of this research may be generalized to the Korean automotive industry, the findings highlight perceived and preferred coaching behaviors and the discrepancy between them as independent variables. The findings shed light on the influences of managerial coaching on the quality of the relationship with the immediate supervisor within Korean workplace cultures and how coaching behaviors contribute to triggering subordinates’ adaptive performance. In addition, the study provides how managerial coaching influences job satisfaction in the workplace.
Practical implications
Based on the findings, an organization should cultivate self-directed learning environments to enhance employees’ adaptive performance. The coaching training session should be added to the leadership development program for new managers. Team leaders need to consider their members’ preferences during managerial coaching.
Originality/value
The variables, such as preferred coaching variables and the discrepancy between perceived and preferred coaching behaviors, along with the research framework, represent a novelty in managerial coaching, as well as within the Korean context.
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Tabea Augner, Carsten C. Schermuly and Franziska Jungmann
Today’s unpredictable and fast-changing work environment challenges researchers and organizations to rethink learning. In contrast to traditional learning designs, new learning…
Abstract
Purpose
Today’s unpredictable and fast-changing work environment challenges researchers and organizations to rethink learning. In contrast to traditional learning designs, new learning frameworks such as agile learning are more learner centered, integrated into the workplace and socially shaped. The purpose of this study is to examine Working Out Loud (WOL) as an agile learning method.
Design/methodology/approach
This intervention study used a pre–post and six-month follow-up design (N = 507) to evaluate the effects of WOL on learners’ vigor (affective outcome), WOL behavior (behavioral outcome) and psychological empowerment (cognitive outcome) at work.
Findings
The authors compared the three longitudinal measurements using multilevel modeling. Results revealed that WOL could significantly increase learners’ WOL behavior and psychological empowerment at work in the post and six-month follow-up measurements. No effect was found on learners’ vigor at work.
Originality/value
This study highlights the need for research on new, more agile learning frameworks and discusses their relevance to the literature. Agile learning frameworks enable learners to be more autonomous and flexible, allowing them to better adapt to changing environmental demands.
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Eliza Rossiter, T.J. Thomson and Rachel Fitzgerald
The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning…
Abstract
Purpose
The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges.
Design/methodology/approach
This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews.
Findings
Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain.
Originality/value
This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.
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