Influencing practice and process
E-Book, Englisch, 198 Seiten
ISBN: 978-1-68123-466-3
Verlag: IAP - Information Age Publishing
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
Covering a range of topics which affect the way that human capital is attracted, developed, managed and supported, this book presents recent research which can be applied to the real world. Written by practitioners with academics, each chapter provides an overview of the research, as well as the links to current human capital management practices and identifying potential implications for future implementation. The book is designed to be of interest to academic researchers, university professors and graduate students, and to management scientists, industry economists, government officials, public policy developers and analysts, research and laboratory managers, marketing, human resources and operations managers, in fact anyone who is interested at understanding the current progress of human resources management and human capital development.
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Weitere Infos & Material
1;Front Cover
;1
2;Human Capital Management Research;2
3;Influencing Practice and Process;2
3.1;A Volume in Contemporary Perspectives in Human Capital and Development;2
3.2;Series Editors:;2
3.3;Bing Ran, Penn State Harrisburg Stephen T. T. Teo, RMIT University, Australia;2
4;CONTENTS;6
4.1;1. Is There a New Path to Advancing the Art and Science of Management?;6
4.2;2. Not so “Secondary” Data—The Use of Staff Surveys in Human Capital Management Research;6
4.3;3. Employee Engagement in the Public Sector: What Needs to Change;6
4.4;4. Employee Commitment to the Supervisor: The Role of Side Bets;6
4.5;5. A Three-Stage Approach for the Diagnosis and Reduction of Employee Turnover;6
4.6;6. Recruiting for Commitment and Performance;6
4.7;7. Technology-Based Training: Connecting HR Research With HR Practice;6
4.8;8. Current Themes in Behavioral Business Ethics: Implications for Human Resources Training and Development;7
4.9;9. Performance Management: Common Practice, Unique Practice, and Effective Practice;7
4.10;10. Performance Management as a Strategic Tool for Change;7
4.11;11. Conclusion: Where to From Here?;7
4.12;Contemporary Perspectives in Human Capital and Development;3
4.13;Human Capital Management Research;4
4.14;Influencing Practice and Process;4
4.14.1;Edited by;4
4.14.2;Deborah Blackman University of New South Wales;4
4.14.3;Michael O’Donnell University of New South Wales;4
4.14.4;and;4
4.14.5;Stephen T. T. Teo RMIT University, Australia;4
4.14.5.1;Information Age Publishing, Inc.;4
4.14.5.2;Charlotte, North Carolina • www.infoagepub.com;4
4.14.5.3;Preface to the Series;8
4.14.5.3.1;Bing Ran and Stephen T. T. Teo;8
4.14.5.4;Introduction;10
4.14.5.4.1;Deborah Blackman, Michael O’Donnell, and Stephen T. T. Teo;10
4.14.5.4.2;NOTE;16
4.14.5.4.3;References;16
4.15;CHAPTER 1;18
4.15.1;Is There a New Path to Advancing the Art and Science of Management?;18
4.15.1.1;David Schmidtchen;18
4.15.1.2;WHAT MIGHT WE DO TOGETHER TO IMPROVE THE SITUATION?;26
4.15.1.3;References;28
4.16;CHAPTER 2;30
4.16.1;Not so “Secondary” Data;30
4.16.1.1;Tony Cotton, Alastair Warren, and Deborah Blackman;30
4.16.1.2;Surveys of staff;31
4.16.1.3;STAFF SURVEYS;34
4.16.1.4;PRIMARY OR SECONDARY DATA— OR SOMETHING ALTOGETHER DIFFERENT?;37
4.16.1.5;THE AUSTRALIAN PUBLIC SERVICE CENSUS;38
4.16.1.6;CASE STUDY—THE DEVELOPMENT OF THE APS EMPLOYEE ENGAGEMENT MODEL;39
4.16.1.7;CASE STUDY: MEASURING APS CULTURE;41
4.16.1.8;Conclusion;43
4.16.1.9;NOTE;44
4.16.1.10;REFERENCES;44
4.17;CHAPTER 3;48
4.17.1;Employee Engagement in the Public Sector;48
4.17.1.1;Natalie Jones and Sally Sambrook;48
4.17.1.2;THE PUBLIC SECTOR;49
4.17.1.3;ACADEMIC RESEARCH ON EMPLOYEE ENGAGEMENT;49
4.17.1.3.1;Definitions;50
4.17.1.3.2;How We Know About Employee Engagement;51
4.17.1.3.3;What Do We Know About Employment Engagement in the Public Sector?;51
4.17.1.3.4;Our Research on the Practice of Employee Engagement in the Public Sector;52
4.17.1.3.4.1;Figure 3. 1. EE practices in the public sector: Observed and reported, 2010-2011;53
4.17.1.4;What needs to change about employee engagement in practice?;55
4.17.1.5;Conclusion;59
4.17.1.6;NOTE;60
4.17.1.7;References;60
4.17.2;Table 3.1. Autoethnography-Inspired Employee Engagement in the Public Sector;58
4.17.2.1;Figure 4. 1. Two step side-bet process impacting employee-commitment.;71
4.18;CHAPTER 4;64
4.18.1;Employee Commitment to the Supervisor;64
4.18.1.1;Damian West;64
4.18.1.2;WHAT IS KNOWN?;65
4.18.1.3;Location of the Research;66
4.18.1.4;HOW IS EMPLOYEE COMMITMENT DEVELOPED?;67
4.18.1.5;EMPLOYEES INVEST THEIR TIME TO BUILD A RELATIONSHIP;69
4.18.1.6;THE IMPACT OF FRACTURING THE EMPLOYEE-SUPERVISOR RELATIONSHIP;72
4.18.1.7;SIDE BET REEMERGE IF THE EMPLOYEE RELINKS;74
4.18.1.8;INVESTING IN THE FUTURE;74
4.18.1.9;CONCLUSION;76
4.18.1.10;References;77
4.18.2;Table 5.1. Prototypes Associated With the Unfolding Model’s Pathways;82
4.19;CHAPTER 5;80
4.19.1;A Three-Stage Approach for the Diagnosis and Reduction of Employee Turnover;80
4.19.1.1;Gerrit J. M. Treuren and Julie Goods;80
4.19.1.2;Introduction;80
4.19.1.3;Why Do people Leave? The Unfolding Theory of Turnover;81
4.19.1.3.1;Shocks, Plans, and Image Violation;81
4.19.1.3.2;Separation Paths;83
4.19.1.4;Why do People Stay? Job Embeddedness Theory;85
4.19.1.4.1;Ready to Leave or Wanting to Stay? Employee Proximal Withdrawal States;87
4.19.1.4.2;Integrating UFT, JET and Proximal Withdrawal State Into a Retention Strategy;90
4.19.1.4.3;Stage 1: Diagnosing an Organization’s Turnover;91
4.19.1.4.4;Stage 2: Surveying for Employee Embeddedness;93
4.19.1.4.5;Stage 3: The “Staying Interview”;94
4.19.1.4.6;The Three Stages Together or Separately;95
4.19.1.5;References;95
4.19.2;Table 5.2. Length of Service and Time Taken to Decide to Leave, in Months and Pathway;84
4.19.2.1;Figure 5. 1. Employee embeddedness as a buffer to shock, dissatisfaction, and plan.;86
4.19.2.2;Figure 5. 2. Employee organizational embeddedness (OE) as a buffer to the negative effect of psychological contract breach (PCB) on leaving intention.;86
4.19.3;Table 5.3. Management Activities Aimed at Increasing Embeddedness;88
4.19.4;Table 5.4. Employee Embeddedness Scores;88
4.19.5;Table 5.5. Employee Withdrawal States;89
4.19.6;Table 5.6. Employee Withdrawal States in Five Organizations (%);89
4.19.7;Table 5.7. Employer Risk and Management Response;90
4.19.8;Table 5.8. Percentage of Proximal Withdrawal State Cohort in 2011 and 2012 who had Left by 2014 and Selected Attitudinal Scores;91
4.19.8.1;Figure 5. 3. Three stages of diagnosis and reduction of turnover.;91
4.20;CHAPTER 6;98
4.20.1;Recruiting for Commitment and Performance;98
4.20.1.1;Samantha Johnson;98
4.20.1.2;THE STATE OF ORGANIZATIONAL COMMITMENT: A DEFINITION;99
4.20.1.2.1;Commitment Profiles;100
4.20.1.3;THE LINK BETWEEN COMMITMENT AND PERFORMANCE;101
4.20.1.4;COMMITMENT, PERFORMANCE AND HRM PRACTICES;101
4.20.1.5;Methodology;102
4.20.1.5.1;1. What levels of continuance commitment are experienced by a group of Australian federal public servants?;103
4.20.1.5.2;2. In what way, if any, does continuance commitment differ for this group of public service employees?;103
4.20.1.5.3;3. What implications are evident for HRM practices in the Australian public sector context?;103
4.20.1.6;WHAT COMMITMENT LOOKED LIKE IN THIS SETTING;104
4.20.1.7;IDENTIFICATION OF A UNIQUE COMMITMENT PROFILE;105
4.20.1.8;Organizational commitment and performance— linked to large-scale recruitment;106
4.20.1.9;RECRUITMENT AS AN INFLUENCE ON COMMITMENT;107
4.20.1.10;Conclusion;110
4.20.1.11;References;111
4.20.2;Table 7.1. Learning Objectives;125
4.20.3;Table 7.1. (Continued);126
4.21;CHAPTER 7;116
4.21.1;Technology-Based Training;116
4.21.1.1;Adam M. Kanar, Matisha Montgomery, Rebecca L. Fraser, and Tara S. Behrend;116
4.21.1.2;TBT DESIGN: THEORY VERSUS PRACTICE;118
4.21.1.3;Theory-based instructional design process;120
4.21.1.4;CASE STUDY;123
4.21.1.5;NEEDS ASSESSMENT;123
4.21.1.6;COURSE DESIGN AND DEVELOPMENT PROCESS;126
4.21.1.7;LEVERAGING TECHNOLOGY TO ACHIEVE LEARNING GOALS;127
4.21.1.8;EFFECTIVENESS OF THE TBT PROGRAM;131
4.21.1.9;Lessons learned and recommendations for the future;132
4.21.1.10;References;133
4.21.2;Table 7.2. Course Design Elements;128
4.21.3;Table 7.3. Course Structure;129
4.22;CHAPTER 8;134
4.22.1;Current Themes in Behavioral Business Ethics;134
4.22.1.1;Sheldene Simola;134
4.22.1.2;WHY BEHAVIORAL BUSINESS ETHICS?;135
4.22.1.3;RESEARCH IN BEHAVIORAL ETHICS: SOME KEY FINDINGS;136
4.22.1.4;CONTEXTUAL GUIDELINES FOR HUMAN RESOURCES TRAINING AND DEVELOPMENT;141
4.22.1.4.1;Contextual Guidelines;141
4.22.1.4.1.1;1. In order for the positive effects of ethics-related training and development to be fully realized, the organization itself must be committed to an ethical culture. If ethics are peripheral rather than central to organizational strategy, then ethic...;141
4.22.1.4.1.2;2. In terms of actual implementation of ethics-related training and development, it should be noted that one size does not fit all (Garavan & McGuire, 2010). Rather, different HR roles and approaches might emerge through consideration of a range of v...;142
4.22.1.4.1.3;3. A needs assessment is often a useful starting point. Although research within behavioral ethics suggests various areas on which training and development initiatives might fruitfully focus, it is also important to understand the unique concerns and...;142
4.22.1.4.1.4;4. Include information not only on compliance to legal requirements, but also on the use of values in ethical decision making and action. Research on the relationship between employee perceptions of training program orientations and employee attitude...;142
4.22.1.4.1.5;5. Use training and development techniques that are likely to be effective. Although ethics-related training often occurs as part of orientation for new employees (Sekerka, 2009), it has been noted that development of ethics-related skills is often a...;143
4.22.1.4.1.6;6. It is also important to use training that promotes subsequent transfer of newly acquired skills into the actual work of participants. Transfer of training can be facilitated in various ways, including through the use of meta-cognitive strategies i...;143
4.22.1.4.1.7;7. In order to have a strategic impact, outcomes should be assessed (Sloan & Gavin, 2010). However, assessment of outcomes, such as trainee satisfaction, knowledge or skill acquisition, are likely to be insufficient. Rather, assessing the extent to w...;143
4.22.1.5;Summary;144
4.22.1.6;References;144
4.22.2;Table 9.1. Performance Management Practices, Assumptions, and Theories;151
4.23;CHAPTER 9;148
4.23.1;Performance Management;148
4.23.1.1;Alan Colquitt;148
4.23.1.2;Introduction;148
4.23.1.3;Research Support—Theories and Assumptions Underlying Performance Management Practices;150
4.23.1.4;Summary of Research Support;155
4.23.1.5;Next-Generation Performance Management;156
4.23.1.6;NGPM Practices;157
4.23.1.7;CONCLUSION;160
4.23.1.8;References;160
4.23.2;Table 9.2. The Path to Next Generation Performance Management;157
4.23.3;Table 9.3. Next Generation Performance Management Practices;158
4.23.4;Table 9.3. (Continued);159
4.23.5;Table 10.1. Case Studies Used in This Study;168
4.24;CHAPTER 10;166
4.24.1;Performance Management as a Strategic Tool for Change;166
4.24.1.1;Deborah Blackman, Fiona Buick, Michael O’Donnell, Janine O’Flynn, and Damian West;166
4.24.1.2;PERFORMANCE MANAGEMENT AS A HIGH PERFORMANCE WORK CHARACTERISTIC;167
4.24.1.3;METHODOLOGY;167
4.24.1.4;DEVELOPING A NEW PERFORMANCE MANAGEMENT FRAMEWORK;169
4.24.1.5;USING THE PERFORMANCE MANAGEMENT FRAMEWORK;172
4.24.1.6;Conclusion;177
4.24.1.7;References;178
4.24.2;Table 10.2. Overall Participant Sample;169
4.24.3;Table 10.3. Illustrative Quotes Developing the Themes;170
4.24.3.1;2. Lack of clarity regarding what high performance affects change outcomes as: “Change doesn’t seem to be managed that well in terms of people communicating what the objectives are and having that filtered down to staff so that they know what’s...;170
4.24.3.2;2. “In 20 years, every performance management issue I’ve dealt with, with the exclusion of one or two … have been about complete lack of clarity of what they were supposed to be doing” (Senior manager, F).;170
4.24.3.3;2. “I’ve had the benefit of working for a really strong [senior executive service] hierarchy, so in developing [performance agreements] we’ve always got the departmental plan and synthesized that down into a cluster plan, synthesized that down ...;170
4.24.3.4;2. “[I’ve] just been doing that this morning; banging my head, just going ‘we can’t just recruit people.’ First of all we’ve got to work out … are they the right people working … but then, having brought them in … we’d just need t...;170
4.24.3.5;2. Mutuality enables employees to adapt to change through maintaining awareness of changing priorities: ‘the hypothesis [that] “OK 1 July 2012, 20% cut in resources’ … ‘What are we going to stop doing? What are we going to do differently?...;170
4.24.4;Table 10.3. (Continued);171
4.24.4.1;2. Lack of consultation often meant that many employees felt unprepared for the change and as though it was thrust upon them: “What I believe we don’t tend to do is communicate what we know to be indicators of change until the change is almost in...;171
4.24.4.2;2. “We have to have staff who are agile, who are flexible, who can respond to changed circumstances, particularly novel changed circumstances, in a way that … enables us … to meet the needs of the minister and to meet the needs of the departmen...;171
4.24.4.3;2. “So, I think we identify the … resting points along the way … you know when you’re hiking up a mountain or something, you stop at a couple of different places and look back to where you’ve come from and you look forward to where you go. ...;171
4.24.4.4;2. “We sometimes here fall into the trap of too much process to measure what you’re doing, and lose sight of the outcome. So personally I think our current business plan process has set up all these activity plans, and everyone’s got to do a mo...;171
4.24.5;Table 10.3. (Continued);172
4.24.5.1;2. “I’ve had several supervisors who are in their 30s maybe, and they just have no … managerial experience. It’s just so obvious to me what they’re lacking. There’s not a system in place to make sure that if someone is in charge of someon...;172
4.24.5.2;2. “Accepting that that’s the fact that we can’t do all of those things to the extent that we would like … acknowledge the constraints in which we work, and that if we are to be high performing that we are going to need to reprioritize our fo...;172
4.24.5.3;Figure 10. 1. A framework for performance management.;173
4.24.6;Table 10.4. Explanation of the Principles and Foundations;174
4.24.7;Table 10.4. Explanation of the Principles and Foundations;175
4.24.7.1;Figure 10. 2. Using the performance management framework as a strategic tool for change.;176
4.25;CHAPTER 11;180
4.25.1;Conclusion;180
4.25.1.1;Deborah Blackman, Michael O’Donnell, and Stephen Teo;180
4.25.1.2;TYPES OF DATA USED;181
4.25.1.3;HOW THE RESEARCH IS PRESENTED;181
4.25.1.4;LEVEL OF COMPLEXITY PRESENTED AROUND A TOPIC;182
4.25.1.5;THE CONTEXTUAL/PREDICTION DIVIDE;183
4.25.1.6;WHO ARE THE RESEARCHERS;184
4.25.1.7;WHERE NEXT?;185
4.25.1.8;NOTE;185
4.25.1.9;References;185
4.25.2;About the Contributors;188
4.25.2.1;Editors;188
4.25.2.2;CONTRIBUTORS;189
5;Back Cover
;198
