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Article
Publication date: 1 June 2004

Adelle J. Bish, Lisa M. Bradley and Leisa D. Sargent

The present study examined the effects of rewarding contextual performance with career development activities on perceptions of justice. Participants (264) read vignettes which…

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Abstract

The present study examined the effects of rewarding contextual performance with career development activities on perceptions of justice. Participants (264) read vignettes which gave information regarding two colleagues in a large retail store who applied for a career development activity. Type of career development activity, level of contextual performance, and the development activity recipient was varied across the vignettes. Results indicated that participants believed there was greater justice when they themselves received the development activity, irrespective of whose performance was higher. Participants were also more satisfied and had greater interest in pursuing a career in the organization when they themselves received the development opportunity, especially for organizationally‐oriented activities. Happiness completely mediated the relationship between who received the career development activity and both procedural and distributive justice. Implications of these findings for organizational justice and careers research, as well as for managers, are discussed.

Details

Career Development International, vol. 9 no. 4
Type: Research Article
ISSN: 1362-0436

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Article
Publication date: 10 July 2017

Karen Becker and Adelle Bish

Many organisations are reconsidering their investment in formal education and training, in favour of more informal approaches to learning such as mentoring, temporary assignments…

4408

Abstract

Purpose

Many organisations are reconsidering their investment in formal education and training, in favour of more informal approaches to learning such as mentoring, temporary assignments, stretch assignments, and job rotation. The purpose of this paper is to explore the ways in which managers have developed capabilities for their roles thus far and their preferred approaches for future development with particular consideration given to a comparison of formal and informal learning.

Design/methodology/approach

This paper reports on a case study conducted within an Australian nonprofit organisation focussing on the extent to which managers attribute their current level of management skills to formal or informal learning and the extent to which they would prefer formal or informal learning (or a combination) for future development.

Findings

Findings indicate a large part of the managers’ current management capabilities were acquired through informal means, and these are seen as desirable for ongoing development, however, there is also a desire for formal learning methods to complement informal methods.

Originality/value

Management development is a critical HRD activity however there is limited knowledge about how managers have built their current capabilities and their preferences in terms of the mix of formal and informal learning for the future.

Details

Education + Training, vol. 59 no. 6
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 18 December 2018

Suniti Hewett, Karen Becker and Adelle Bish

The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically…

2333

Abstract

Purpose

The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs.

Design/methodology/approach

A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program.

Findings

Human interaction in the BWL program included learner–facilitator, learner–learner and learner–colleague interaction. Where human interaction was present, it was reported to be linked with more active behavioral engagement, higher cognitive engagement and stronger and more positive emotional engagement than where human interaction was absent.

Research limitations/implications

The single-case study design does not allow for generalizability of findings. Reliance on self-reported data through interviews without cross-validation from other forms of measurement is a further limitation of the study.

Practical implications

Effective blended learning programs for workplaces are those that provide opportunities for learners to engage through human interaction with facilitators, other learners and colleagues. The findings advance current knowledge of BWL, and have implications for human resource development professionals, and designers and facilitators of blended learning programs for workplaces.

Originality/value

The study contributes to existing literature on blended learning in the workplace and emphasizes the importance of ensuring that human interaction is still an element of blended learning to maximize the benefits to learners and organizations.

Details

Education + Training, vol. 61 no. 1
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 13 July 2015

Adelle Bish, Cameron Newton and Kim Johnston

This paper utilizes diffusion of innovation theory in order to investigate and understand the relationships between human resource (HR) policies on employee change-related…

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Abstract

Purpose

This paper utilizes diffusion of innovation theory in order to investigate and understand the relationships between human resource (HR) policies on employee change-related outcomes. In addition, the purpose of this paper is to explore the role of leader vision at different hierarchical levels in the organization in terms of the relationship of HR policy with employee change-related outcomes.

Design/methodology/approach

This quantitative study was conducted in one large Australian government department undergoing major restructuring and cultural change. Data from 624 employees were analyzed in relation to knowledge of HR policies (awareness and clarity), leader vision (organizational and divisional), and change-related outcomes.

Findings

Policy knowledge (awareness and clarity) does not have a direct impact on employee change-related outcomes. It is the implementation of policies through the divisional leader that begins to enable favorable employee outcomes.

Research limitations/implications

Future research should employ a longitudinal design to investigate relationships over time, and also examine the importance of communication medium and individual preferences in relation to leader vision.

Originality/value

This research extends the application of diffusion of innovation theory and leader vision theory to investigate the relationship between HR policy, leader vision, and employees’ change-related outcomes.

Details

Journal of Organizational Change Management, vol. 28 no. 4
Type: Research Article
ISSN: 0953-4814

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