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121
Strategic human resource practices, top management team social networks, and firm performance: the role of human resource practices in creating organizational competitive advantage
- Academy of Management Journal
, 2003
"... In this article, we begin to explore the black box between human resources (HR) practices and firm performance. Specifically, we examine the relationships between a set of network-building HR practices, aspects of the external and internal social networks of top management teams, and firm performanc ..."
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Cited by 87 (2 self)
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In this article, we begin to explore the black box between human resources (HR) practices and firm performance. Specifically, we examine the relationships between a set of network-building HR practices, aspects of the external and internal social networks of top management teams, and firm performance. Results from a field study with 73 high-technology firms showed that the relationships between the HR practices and firm performance (sales growth and stock growth) were mediated through their top managers ’ social networks. Researchers in the field of strategic human re-source management (SHRM) have increasingly re-lied on the resource-based view of the firm to ex-plain the role of human resource practices in firm performance (Wright, Dunford, & Snell, 2001). In-deed, theoretical research on SHRM has suggested that systems of HR practices may lead to higher firm performance and be sources of sustained com-
Knowledge Exchange and Combination: The Role of Human Resource Practices in the Performance of High-Technology Firms
- Academy of Management Journal
, 2006
"... In this study, we developed and tested a theory of how human resource practices affect the organizational social climate conditions that facilitate knowledge exchange and combination and resultant f i rm performance. A field study of 136 technology companies showed that commitment-based human resour ..."
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Cited by 84 (2 self)
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In this study, we developed and tested a theory of how human resource practices affect the organizational social climate conditions that facilitate knowledge exchange and combination and resultant f i rm performance. A field study of 136 technology companies showed that commitment-based human resource practices were positively related to the organizational social climates of trust, cooperation, and shared codes and language. In turn, these measures of a firm's social climate were related to the firm's capability to exchange and combine knowledge, a relationship that predicted f irm revenue from new products and services and f irm sales growth. There is a widely held belief that an organization's survival and success are at least partially dependent on the effort, behaviors, and interactions of employees as they carry out the mission and strategy of the f irm (Wright & McMahan, 1992). Strategic human resource scholars have argued that companies can effectively influence the interactions, behaviors, and motivation of employees through different human resource (HR) practices (Huselid, 1995; Wright, Dunford, & Snell, 2001). In this regard, two HR practice alternatives have emerged in the literature: transaction-based HR practices, which emphasize individual short-term exchange relationships,
Agile Workforce Evaluation: A Framework for Cross-training and Coordination
- IIE Transactions
, 2004
"... This paper outlines frameworks for assessing and classifying manufacturing and service operations in terms of their suitability for use of cross-trained (flexible) workers. We refer to our combined framework as Agile Workforce Evaluation (AWE). The primary contributions of this paper are: (1) a stra ..."
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Cited by 43 (3 self)
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This paper outlines frameworks for assessing and classifying manufacturing and service operations in terms of their suitability for use of cross-trained (flexible) workers. We refer to our combined framework as Agile Workforce Evaluation (AWE). The primary contributions of this paper are: (1) a strategic assessment framework that structures the key mechanisms by which cross-training can support organizational strategy, (2) a tactical framework that identifies key factors to guide the selection of an architecture and worker coordination policy for implementing workforce agility, (3) a classification of workforce agility architectures, (4) a survey of a broad range of archetypical classes of worker coordination policies, (5) a survey of the literature with an operational perspective on workforce agility set within our frameworks, and (6) the identification of opportunities for research and development of architectures for specific production environments.
On the Interface Between Operations and Human Resources Management
, 2002
"... Operations management (OM) and human resources management (HRM) have historically been very separate fields. In practice, operations managers and human resource managers interact primarily on administrative issues regarding payroll and other matters. In academia, the two subjects are studied by sep ..."
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Cited by 25 (0 self)
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Operations management (OM) and human resources management (HRM) have historically been very separate fields. In practice, operations managers and human resource managers interact primarily on administrative issues regarding payroll and other matters. In academia, the two subjects are studied by separate communities of scholars publishing in disjoint sets of journals, drawing on mostly separate disciplinary foundations. Yet, operations and human resources are intimately related at a fundamental level. Operations are the context that often explains or moderates the effects of human resource activities such as pay, training, communications and staffing. Human responses to operations management systems often explain variations or anomalies that would otherwise be treated as randomness or error
Effects of multisource feedback and feedback facilitator on the influence behaviour of managers toward subordinates
- Journal of Applied Psychology
, 2003
"... The authors compared a feedback workshop with both a no-feedback control group and a comparison group of managers who received a feedback report but no feedback workshop. The multisource feedback was based on ratings of a manager’s influence behavior by subordinates, peers, and bosses. Managers in t ..."
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Cited by 20 (0 self)
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The authors compared a feedback workshop with both a no-feedback control group and a comparison group of managers who received a feedback report but no feedback workshop. The multisource feedback was based on ratings of a manager’s influence behavior by subordinates, peers, and bosses. Managers in the feedback workshop increased their use of some core influence tactics with subordinates, whereas there was no change in behavior for the control group or for the comparison group. The feedback was perceived to be more useful by managers who received it in a workshop with a facilitator than by managers who received only a printed feedback report. A widely used developmental method for managers and other professional employees is multisource feedback, which is often referred to as 360-degree feedback. In a multisource-feedback program, managers generally receive information about how they are perceived by various groups of people with whom they interact regularly (e.g., subordinates, peers, bosses, and clients). The feed-back is usually provided in a report that contains descriptive information and graphical presentations of the data from the var-ious sources, including self-ratings by the managers. In most programs the feedback consists of ratings on specific types of behavior or skill. Widespread interest in multisource feedback is affirmed by the number of recent books on the topic (Edwards &
Student learning motivation and psychological hardiness: Interactive effects on students’ reactions to a management class. Academy of Management Learning
- Education
, 2004
"... We propose here that simultaneously considering the combined effects of students’ learning motivation and psychological hardiness can increase understanding of the learning experience and its impact on important learning outcomes. Specifically, we hypothesized that the relationship between learning ..."
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Cited by 17 (0 self)
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We propose here that simultaneously considering the combined effects of students’ learning motivation and psychological hardiness can increase understanding of the learning experience and its impact on important learning outcomes. Specifically, we hypothesized that the relationship between learning motivation and learning outcomes would be moderated by individuals ’ psychological hardiness. We collected data in two studies. The first established the psychometric properties of a newly developed scale, the second tested related research hypotheses. After controlling for socially desirable responding and dispositional learning orientations, our hypothesized interaction between participants ’ initial motivation to learn and their psychological hardiness explained differences in participants ’ postlearning motivation, depressive symptomatology, and reactions to their classroom experience assessed 2 months later. The study’s findings have particular relevance for anyone who has ever taught or been involved in teaching. At times, for example, students can feel overwhelmed by the numerous responsibilities associated with being a college student. As a result, some will suffer a loss in motivation to perform and, even worse, a few will experience a severe state of depressed mood.
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"... The quality d thi. npmnidion i. ôopmdmt upm th. q d ü y of the copy submitbû. Brolren or indistinct prïnt, cokred or par quaI'i iliustmtions and photogmphs, print ~ f w g h, uibstandard margins, nd impfqmr alignrnent can adverse(y dbct mproductiorr. In the unlikely event that the author did no ..."
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Cited by 6 (2 self)
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The quality d thi. npmnidion i. ôopmdmt upm th. q d ü y of the copy submitbû. Brolren or indistinct prïnt, cokred or par quaI'i iliustmtions and photogmphs, print ~ f w g h, uibstandard margins, nd impfqmr alignrnent can adverse(y dbct mproductiorr. In the unlikely event that the author did not smd UMI a complets tvm"i~sCtipt and there are missing pages, ümse Wl be m. Also, if unautnomed copyright material had to be removeâ, a note will i n d m the deletion. Oversize materials (8.9..-S. drawings, cherb) are mpmduced by sectiming the original, bsginning at the upper left-hanâ amer anâ contiming from left to right in equal sections with small wedags. Photographs induded in the original manuscript have bieeri teproduoed xemgraphically in mis copy. HigW guality 6m x 9 " b k k anâ W i photographie prints are avaihûîe for any Qhotogriap)rs or illustratims apoearing in this copy for an additionol charge. Contas UMI di * to order-Ml & H-l Inhmatbn and Lmrning
In the trainer's voice: A study of training transfer practices. Performance Improvement Quarterly
, 2009
"... Research on training transfer continues to intri-gue scholars andworkplace practitioners inter-ested in discovering how best to support the application of new learning. As organizations attempt to maximize human capital investments, leveraging knowledge fromtraining andother performance inter-ventio ..."
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Cited by 6 (0 self)
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Research on training transfer continues to intri-gue scholars andworkplace practitioners inter-ested in discovering how best to support the application of new learning. As organizations attempt to maximize human capital investments, leveraging knowledge fromtraining andother performance inter-ventions is critical to maintaining a competitive ad-vantage. Training and other learning investment expenditures (measured in U.S. companies) approx-imate over $100 billion of firm budget allocations each year (Paradise, 2007);however,most reportsof training transfer indicate only a small amount of new learning is actually applied on the job. In a review of evaluation benchmarking data conducted by Knowledge Advi-sors, a human capital metrics firm, organizations reported that trainees had applied less than 40 % of their knowledge and skills from training experiences when measured 90 days after training. The remaining 60 % is considered "scrap learning " (Berk, 2008, p. 46), a term used to describe knowledge—and thus invest-ments in learning—that is wasted. This high "scrap" ratio, which is commensurate with other transfer re-ports (Fitzpatrick, 2001; Newstrom, 1986; Saks & Belcourt, 2006), raises concerns about the efficacy of training as a perfor-mance improvement intervention. Training transfer is not a new phenomenon to human resource devel-opment (HRD) and performance improvement practitioners or scholars. Of the learning anddevelopment issues that typically plagueorganizations, how to support learners in using their new knowledge and skills to enhance performance is a constant challenge. Research suggests that organizations must address cognitive, psychological, behavioral, and cultural aspects of work performance to enhance training application (Holton, Bates, &Ruona,
Human Resource Structures: Reducing Discrimination or Raising Rights Awareness?
"... Using data from 84 hospitals linked to Equal Employment Opportunity Commission discrimination-charge data, we consider how four human resource (HR) structures affect hospitals ’ receipt of discrimination charges. HR structures that establish accountability (affirmative action plans, EEO units) are m ..."
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Cited by 4 (0 self)
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Using data from 84 hospitals linked to Equal Employment Opportunity Commission discrimination-charge data, we consider how four human resource (HR) structures affect hospitals ’ receipt of discrimination charges. HR structures that establish accountability (affirmative action plans, EEO units) are marginally related to charges. Structures that moderate bias (management diversity training) reduce the odds of receiving a charge while structures that raise employees ’ rights awareness (employee diversity training) increase the odds of receiving a charge. Structures relate differently to sexual harassment versus personnel charges.
Development of Competency-Based Web Learning Material and Effect Evaluation of Self-Directed Learning Aptitudes on Learning Achievements
"... This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL’s learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influen ..."
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Cited by 4 (0 self)
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This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL’s learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influence of SDLA on learning effects based on the sample of 38 students. The results of this study indicate that over half of the students achieve the mastery level after using CBWLM. SDLAs of the mid-CBWL and post-CBWL do not influence learning effects. Research Background Competency-based learning (CBL), a non-linear, systematic, and self-learning process, allows learners to individually study each unit of the learning material depending on their own competency. Furthermore, it allows learners to perform repeated learning, remedial learning until they master each unit’s knowledge and skill in order to achieve required competency standards. CBL possesses the nature of systematic process, mastery learning, emphasizing individual differences and self-directed learning. Such a learning method stressing competency standards is specifically suitable for technical learning and training. Web learning is an inevitable trend in the future. However, it has a weakness—there are limitations to the presentation and learning methods for technical subjects. If we apply the concept of CBL to web learning, both will complement each other and improve web technical learning effects. As indicated by Lin and Liao (2000), the concept of competency-based learning material (CBLM) can enhance the effect of web learning materials. To sum up the argument mentioned above, it’s quite clear that competency-based web learning (CBWL) or competency-based web learning material (CBWLM) ought to
