92 research outputs found
âThis is not a testâ:How do human resource development professionals use personality tests as tools of their professional practice?
Although human resource development (HRD) professionals enjoy the use of personality tests in their practice, the appeal of these tests to some is harshly criticized by others. Personality tests attract through optimistic descriptions and ease of use for individual and team development while often lacking predictive and discriminant validities. Despite those concerns, the personalityâtesting market can be characterized as a dynamic industry, with many professionals using assessments in developmental settings such as management training and executive coaching. The aim of this article is to explore how individual meaningâmaking and organizational sensemaking theories help to explain the widespread and sustained use of personality tests in developmental contexts among HRD professionals. Using grounded theory and inductive analysis, we distill meaning from semistructured interviews with 18 HRD professionals. Through pattern analysis, we establish six strategies that describe practical approaches in personality testing: 1. Ethicalâprotective, 2. Scientificâselective, 3. Cautiousâavoiding, 4. Cautiousâembracing, 5. User friendlyâpragmatic, and 6. Knowledgeableâaccommodating. We find that HRD professionals deal with cognitive dissonances and paradoxical situations in their professional personality test use practice on a regular basis. Research limitations and implications for practice and future research are discussed
Teachersâ individual action theories about competence-based education: the value of the cognitive apprenticeship model
Seezink, A., Poell, R. F., & Kirschner, P. A. (2009). Teachers' individual action theories about competence-based education: The value of the cognitive apprenticeship model. Journal of Vocational Education & Training, 61, 203-215.Dutch prevocational secondary schools are reforming their educational
programmes to make them more competence-based. This reform has substantial
implications for the roles played by teachers. Yet, little empirical research has
been conducted on teachersâ processes of competence development in vocational
settings. This study explores teachersâ individual action theories regarding the
introduction of competence-based prevocational secondary education. The
cognitive apprenticeship model provides a conceptual framework for addressing
this issue. The research questions addressed here are: How do teachers value
elements of the cognitive apprenticeship model in designing and delivering
competence-based prevocational secondary education?, and, What individual
action theories do teachers have regarding competence-based prevocational
secondary education? The study was designed in two phases. In the qualitative
phase, interviews and concept map techniques were used, while the quantitative
phase employed a questionnaire. Teachers valued elements of the cognitive
apprenticeship model differently, and suggested two additional features: a custommade
educational approach and the professionalisation of teachers
SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators
Seezink, A., Poell, R. F., & Kirschner, P. A. (2010). SOAP in practice: learning outcomes of a cross-institutional innovation project conducted by teachers, student teachers, and teacher educators. European Journal of Teacher Education, 33(3), 229-243.This paper reports on a case study investigating learning outcomes at the individual and organizational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organizational development of schools, Action- and development-oriented research, and Professional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence-based vocational
educational arrangements for pupils. An inductive qualitative analysis of 37 semistructured interviews among the participants revealed seven main categories of individual learning outcomes: attitudes, project design and management, collaboration,
action theory, teaching practice, educational principles, and developments within secondary vocational education. Three main categories of organizational learning
outcomes were identified: institution-level learning, project-level learning, and combining institution-level and project-level learning. A tension was identified between the participantsâ individual interests in learning and personal development, and, the need
for organizational learning aimed at improving organizational processes
The role of remediation in mitigating the negative consequences of psychological contract breach : a qualitative study in the banking sector
This study examined whether remediation (providing another inducement to compensate for an undelivered obligation in the psychological contract) was perceived as a useful way to deal with the consequences of a psychological contract breach in the context of organizational change. Data was collected by means of semi-structured face-to-face focus-group sessions and individual interviews in a restructuring organization in the Dutch banking sector. Fourteen focus groups and eight individual interviews were conducted with 30 non-managerial employees and 48 supervisors/professionals. The results bring the potential of offering compensating inducements to remedy psychological contract breach to the fore and highlight the role of other factors such as communication and the availability of job alternatives. Suggestions are provided for improving employee relations in situations of organizational change by taking the psychological contract into account
Relational climates moderate the effect of openness to experience on knowledge hiding:A two-country multi-level study
Purpose: Understanding employee knowledge hiding behavior can serve organizations in better implementing knowledge management practices. The purpose of this study is to investigate how personality and work climate influence knowledge hiding, by examining the respective roles of openness to experience and relational (specifically, communal sharing and market pricing) climates. Design/methodology/approach: Multilevel modeling was used with two distinct samples, one from Vietnam with 119 employees in 20 teams and one from The Netherlands with 136 employees in 32 teams. Findings: In both samples, the hypothesized direct relationship between openness and knowledge hiding was not found. In the Vietnamese sample, only the moderating effect of market pricing climate was confirmed; in the Dutch sample, only the moderating effect of communal sharing climate was confirmed. The findings of the Vietnamese sample suggest that people with a high sense of openness to experience hide knowledge less under low market pricing climate. In the Dutch sample, people with high openness to experience hide knowledge less under high communal sharing climate. The authors conclude that, in comparison with personality, climate plays a stronger role in predicting knowledge hiding behavior. Research limitations/implications: Small sample size and self-reported data might limit the generalizability of this studyâs results. Practical implications: The paper highlights how organizational context (relational climate) needs to be taken into account in predicting how personality (openness to experience) affects knowledge hiding. Originality/value: This paper contributes to a better understanding of the knowledge hiding construct by extending the set of known antecedents and exploring the organizational context in which such phenomena happen
Meaningful work and resilience among teachers: The mediating role of work engagement and job crafting
Research in the field of work and organizational psychology more and more highlights the importance of employeesâ experience of meaningful work. Adding to this area of research, the present study among teachers examined the relationship between meaningful work and resilience and tested whether this proposed relationship is mediated by teachersâ work engagement and job crafting behaviour. Data for this study was collected among a group of Dutch teachers working in a school for primary education (N = 174). To test the hypothesized relationships, we conducted a bootstrapping analysis. The outcomes revealed that work engagement and job crafting fully mediated the relationship between meaningful work and teacherâs resilience. The insights provided in this study may be useful for the deliberate cultivation of teachersâ resilience and may help them to stay enthusiastic in their meaningful but demanding profession. Theoretical contributions, limitations, suggestions for future research and practical implications are discussed
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