The effect of downsizing on affective organisational commitment: a contextual proximity perspective

Two assumptions constrain the literature on the effects of downsizing: that all survivors are affected to a similar extent and that the effect of layoffs can be extended to all workforce reductions. Furthermore, there is inconclusive evidence on the long-term effects of downsizing. I address these issues with two empirical studies on a multinational pharmaceutical company analysing the differential effect of four downsizing methods on affective commitment depending on the contextual proximity of employees. Study 1 shows decreasing levels of affective commitment among employees exposed to layoffs and closure of units (lower commitment corresponds to greater exposure) but the opposite was observed in voluntary redundancies and divestment. Study 2 indicates that downsizing has long-term negative effects which are worse for those exposed a second time

Preaching to the converted: the value of organisationally supported carbon reduction initiatives

Organisation led carbon reduction initiatives are bridging the gap between purely individual environmental action and higher level intervention and regulation. This research looks into one of those initiatives aimed at engaging employees in carbon reduction. We adopt a single case study approach following learning activities of volunteers within a UK organisation over four months. Observations of their activities were conducted, in addition to interviews with participants and organisers. Our core findings are, firstly, that rather than engaging a wide range of employees, only a very narrow group chose to participate. This group bears similarities with Barr and Gilg’s (2006) classification of ‘committed’ environmentalists which suggests that those willing to participate in these initiatives may be those for whom environmentalism is personally relevant. That there was little evidence of the initiative engaging a broader network of employees raises questions on the effectiveness of these activities in the wider population of employees. Secondly, we identified attitude behaviour gaps to varying degrees among participants who still made carbon intensive choices especially in relation to air travel, for example. We conclude by analysing the effectiveness of the intervention and the associated challenges. Recommendations are made covering several dimensions such as the potential role of technology in facilitating behaviour change, and organisational policy making with regards to employee engagement to carbon reduction

Theoretical perspectives on downsizing: the long-term effect and impact of repeat downsizing.

Current understanding of the long-term effect of downsizing and the effect of repeat downsizing is limited by the small number of empirical studies in the field and the conflicting evidence they provide. This article reviews the three theoretical perspectives found in the downsizing literature and concludes that downsizing does have a long-term effect on employees and organizations, that the type of downsizing contact and the order of that contact influence the outcome of repeat downsizing, and that employee vulnerability or resilience to repeat downsizing is dependent on the outcome under investigation

Repeat Downsizing: Legacy, Recency, and Sensitisation Effects.

This empirical study set in a large multinational pharmaceutical company analyses three effects of repeat downsizing on commitment based on Moore and colleagues' research (2004; 2006). Results confirm a legacy effect whereby previous exposure to downsizing continues to influence commitment years after the initial exposure and a recency effect given by a greater negative effect of recent downsizing events compared to previous downsizing. A sensitisation effect was observed only among employees with a double direct exposure to the same downsizing method

Downsizing and Affective Organisational Commitment: A Contextual Proximity Perspective.

While the dominant literature on downsizing suggests that workforce reductions have a negative impact on employee commitment, knowledge of downsizing is limited by the undifferentiated ways in which downsizing activities are usually approached. This study analyses differences in employee commitment depending on a) the downsizing method used (voluntary redundancies, divestment, layoffs and closure of units) and b) the degree of exposure of employees to the downsizing event. Using downsizing announcements and questionnaires, two distinct families of downsizing methods were identified. Layoffs and closure of units have a negative effect on commitment while voluntary redundancies and divestment have a positive effect. Employee exposure (direct, indirect or not exposed) to the downsizing event accounts for significant differences on commitment. Studying downsizing in a differentiated way shows that assuming that all downsizing is detrimental to commitment is inadequate. We outline the theoretical and practical implications of a more nuanced approach to downsizing

CSR Communication

Corporate social responsibility (CSR) communication is considered a “fuzzy concept” because it lacks conceptual clarity. Typically, CSR communication is approached as a dichotomous category: a message is either related to CSR or not. However, there is no clear definition of what type(s) of content count as CSR-related communication and what is the cut-off point that separates a message that relates to CSR and one that does not. For effective CSR, which is defined by its voluntary nature and societal benefits, continuous communication and engagement are necessary. CSR communication facilitates, restores and renews relationships with both internal and external stakeholders and enhances brand loyalty and equity. Despite the increased use of modern communication technology, traditional CSR reporting is still essential and continues to develop as a CSR communication tool with the advent of more stringent reporting standards, third-party assurance and enhanced quality and production values. But CSR communication as a discipline is still developing. Answers to some central questions, like the very definition of the concept, remain elusive and there are several issues hotly contended

Repeat downsizing: legacy, recency and sensitisation effects.

This empirical study set in a large multinational pharmaceutical company analyses three effects of repeat downsizing on commitment based on Moore and colleagues’ research (2004; 2006). Results confirm a legacy effect whereby previous exposure to downsizing continues to influence commitment years after the initial exposure and a recency effect given by a greater negative effect of recent downsizing events compared to previous downsizing. A sensitisation effect was observed only among employees with a double direct exposure to the same downsizing method

Beyond turn on, tune in, drop out: incorporating students’ mobile devices into the classroom

This presentation reports on the initial findings of a funded collaborative cross-school Student as Producer project. The project is set within the context of the much challenged but also widely repeated digital natives discourse (Prensky, 2001) and highly contested debate around technology’s potential impact on the workings of the mind (Greenfield, 2009, Carr, 2011, Stone 2009) as well as anecdotal feedback from staff on how mobile technology in the classroom impacts on student behaviour in terms of attention, note taking and retention of information. This research originated from student rep feedback about the disruptive impact in large lectures that students who are “digitally distracted” have on those students focussed on learning. Wanting to explore this phenomenon further and to propose mitigation strategies, the project involved staff from the university’s Educational Development and Enhancement Unit, Business School and Law School as well as student partners. It looked at the impact of mobile devices in the classroom from several perspectives: 1) Through focus groups and surveys of staff from both schools, we captured the experiences of lecturers delivering to “digitally distracted” students. Research conducted from the learner perspective acknowledges distraction as “a feature of the communication technologies available to students” (Jones and Healing, 2010 cited in Jones and Shao, 2011) but how does this impact on the lecturer’s delivery rather than students’ learning? 2) Through focus groups and surveys with students, we gathered student views on their own digital distraction related to having mobile technology in the classroom as well as how they get distracted by other students’ usage of mobile devices in class. 3) An experiment investigating the learning gain of students with and without mobiles in a controlled setting. The two participating schools had different approaches to the issue of digital distraction: from the “let’s discover together how we can harness the potential of smartphones in learning” (Wheeler, 2015, p9) approach in one school to another school banning the use of mobiles in sessions. This project explored how staff could better incorporate mobile phones and tablets in large lectures so that students could use these positively for active learning rather than a case of “turn on, tune in, drop out”. This paper will look at the themes emerging from the data, focusing on initial findings and solution emerging. As well as furthering debates on digital distraction of learners, it is envisaged that outcomes of this project could result in: firstly, purchasing new technological solutions in the schools to enhance the TEL environment; secondly, shaping school level T&L policy on the use of mobile devices in class; thirdly, increasing staff awareness of different pedagogical approaches around embedding technology in the classroom. Carr, N (2011). The Shallows: How the Internet is Changing the Way We Think, Read and Remember. London: Atlantic Books. Greenfield, S. (2014). Mind Change: How digital technologies are leaving their mark on our brains. London: Rider. Jones, Chris and Shao, Binhui (2011). The net generation and digital natives: implications for higher education. Higher Education Academy, York. Linda Stone blog (2009). Continuous Partial Attention [blog entry] 6th June. Available from: https://lindastone.net/qa/continuous-partial-attention [Accessed 6th June 2016]. Prensky, M (2001) Digital Natives, Digital Immigrants : Part 1, On the Horizon, 9(5), 1 – 6. Wheeler, S. (2015). Learning with ‘e’s: educational theory and practice in the digital age. Carmarthen: Crown House

Cuba

Research on sustainable enterprise in Cuba is scarce. Loredo and Canovas (2009) identify the main shortcomings for sustainability in the country: lack of transparency and credibility, the need for a holistic stakeholder approach, failure to apply existing policies and laws and the need for more training and education. Planas and Martinez (2010) highlight some of the achievements of the existing state-led approach to sustainability, namely the eradication of extreme poverty, high human development and the incorporation of notions of sustainability into all state-owned organisations. This book chapter introduces Cuba's sustainable enterprise practices and presents case studies that illustrates the state of the discipline in the country