317 research outputs found

    Safety Culture Onboard Ships

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    Psychological attachment to the group: Cross-cultural differences in organizational identification and subjective norms as predictors of workers' turnover intentions

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    Two studies wed the theory of reasoned action, social identity theory, and Ashforth and Mael's work on organizational identification to predict turnover intentions in Japanese and British commercial and academic organizations. In both studies and in both countries, the authors expected and found that identification with the organization substantially and significantly predicted turnover intentions. Attitudes predicted intentions only in Study 2, and subjective norms significantly predicted intentions across both studies. The authors hypothesized that subjective norms would be a significantly stronger predictor of turnover intentions in a collectivist setting. This prediction was supported. Although social identity is strongly associated with turnover intentions across both cultures, the subjective normative aspects of group membership are significantly more strongly associated in the Japanese organizations

    Do organizational climate and competitive strategy moderate the relationship between human resource management and productivity?

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    This study examined whether the effectiveness of human resource management (HRM)practices is contingent on organizational climate and competitive strategy The concepts of internol and external fit suggest that the positive relationship between HRM and subsequent productivity will be stronger for firms with a positive organizational climate and for firms using differentiation strategies. Resource allocation theories of motivation, on the other hand, predict that the relationship between HRM and productivity will be stronger for firms with a poor climate because employees working in these firms should have the greatest amount of spare capacity. The results supported the resource allocation argument

    On becoming (un)committed: A taxonomy and test of newcomer on-boarding scenarios

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    How does the bond between the newcomer and the organization develop over time? Process research on temporal patterns of newcomer's early commitment formation has been very scarce because theory and appropriate longitudinal research designs in this area are lacking. From extant research we extract three process-theoretical accounts regarding how the newcomer adjustment process evolves over time: (1) Learning to Love; (2) Honeymoon Hangover; and (3) High Match, Moderate Match, or Low Match. From these scenarios we develop a taxonomy of newcomer adjustment scenarios. Further, we empirically verify these different scenarios by examining naturally occurring "trajectory classes," which are found to display strengthening, weakening, or stabilizing of the employee-organization linkage. For this, we use a sample of 72 Ph. D. graduates whose organizational commitment history was recorded in their first 25 consecutive weeks of new employment. In closing, we discuss the theoretical and practical implications of the scenario-based approach

    Teaching evidence-based management with a focus on producing local evidence

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    We present an approach to teaching evidence-based management (EBMgt) that trains future managers how to produce local evidence. Local evidence is causally interpretable data, collected on-site in companies to address a specific business problem. Our teaching method is a variant of problem-based learning, a method originally developed to teach evidence-based medicine. Following this method, students learn an evidence-based problem-solving cycle for addressing actual business cases. Executing this cycle, students use and produce scientific evidence through literature searches and the design of local, experimental tests of causal hypotheses. We argue the value of teaching EBMgt with a focus on producing local evidence, how it can be taught, and what can be taught. We conclude by outlining our contribution to the literature on teaching EBMgt and by discussing limitations of our approach

    The meaning and measurement of implementation climate

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    <p>Abstract</p> <p>Background</p> <p>Climate has a long history in organizational studies, but few theoretical models integrate the complex effects of climate during innovation implementation. In 1996, a theoretical model was proposed that organizations could develop a positive climate for implementation by making use of various policies and practices that promote organizational members' means, motives, and opportunities for innovation use. The model proposes that implementation climate--or the extent to which organizational members perceive that innovation use is expected, supported, and rewarded--is positively associated with implementation effectiveness. The implementation climate construct holds significant promise for advancing scientific knowledge about the organizational determinants of innovation implementation. However, the construct has not received sufficient scholarly attention, despite numerous citations in the scientific literature. In this article, we clarify the meaning of implementation climate, discuss several measurement issues, and propose guidelines for empirical study.</p> <p>Discussion</p> <p>Implementation climate differs from constructs such as organizational climate, culture, or context in two important respects: first, it has a strategic focus (implementation), and second, it is innovation-specific. Measuring implementation climate is challenging because the construct operates at the organizational level, but requires the collection of multi-dimensional perceptual data from many expected innovation users within an organization. In order to avoid problems with construct validity, assessments of within-group agreement of implementation climate measures must be carefully considered. Implementation climate implies a high degree of within-group agreement in climate perceptions. However, researchers might find it useful to distinguish implementation climate level (the average of implementation climate perceptions) from implementation climate strength (the variability of implementation climate perceptions). It is important to recognize that the implementation climate construct applies most readily to innovations that require collective, coordinated behavior change by many organizational members both for successful implementation and for realization of anticipated benefits. For innovations that do not possess these attributes, individual-level theories of behavior change could be more useful in explaining implementation effectiveness.</p> <p>Summary</p> <p>This construct has considerable value in implementation science, however, further debate and development is necessary to refine and distinguish the construct for empirical use.</p

    Economics education and value change: The role of program-normative homogeneity and peer influence

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    In the light of corporate scandals and the recent financial crisis, there has been an increased interest in the impact of business education on the value orientations of graduates. Yet our understanding of how students' values change during their time at business school is limited. In this study,weinvestigate the effects of variations in the normative orientations of economics programs. We argue that interaction among economics students constitutes a key mechanism of value socialization, the effects of which are likely to vary across more-or-less normatively homogeneous economics programs. In normatively homogeneous programs, students are particularly likely to adopt economics values as a result of peer interaction. We specifically explore changes in power, hedonism, and self-direction values in a 2-year longitudinal study of economics students (N 5 197) in a normatively homogeneous and two normatively heterogeneous economics programs. As expected, for students in a normatively homogeneous economics program, interaction with peers was linked with an increase in power and hedonism values, and a decrease in self-direction values. Our findings highlight the interplay between program normative homogeneity and peer interaction as an important factor in value socialization during economics education and have important practical implications for business school leaders
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