The purpose of this paper is to present a model for sustainable workplace flexibility developed and successfully implemented by McDonald's in the UK and first presented at the…
Abstract
Purpose
The purpose of this paper is to present a model for sustainable workplace flexibility developed and successfully implemented by McDonald's in the UK and first presented at the CIPD Annual Conference in October 2006
Design/methodology/approach
The paper describes the four key organizational requirements if balanced, sustainable workplace flexibility is to be created which benefit both employees and employers alike. These requirements are illustrated with examples of how they have been implemented within McDonald's and presented in the context of McDonald's business model.
Findings
Where possible an objective, third‐party assessment of the impact of McDonald's approach has been provided.
Practical implications
Successful delivery of the four key organizational requirements will enable an organization to achieve sustainable workplace flexibility.
Originality/value
This paper presents a proven, practical approach to delivering sustainable workplace flexibility. It will be of particular value to senior business managers and human resources professionals.
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The central focus of business studies courses is the business enterprise. By means of lectures, seminars, case studies, role play and the rest, students are instructed on the…
Abstract
The central focus of business studies courses is the business enterprise. By means of lectures, seminars, case studies, role play and the rest, students are instructed on the legal forms, internal structures, management functions, goals, strategies and descision‐making processes of the business organisation, and on those aspects of the external environment — eg, characteristics of the product and factor markets, and government economic policy — which are seen to relate directly to the business environment. David Fairhurst, a Senior Lecturer in Business Studies at Blackburn College of Technology, argues that such a focus is far too narrow for the modern business student. Using the BEC Higher National Diploma core module Resources for Business to illustrate his theme,the author raises some important questions in deciding where to draw the boundary around the study of business behaviour
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Marina McCarthy, Nancy DiTomaso and Corinne Post
This chapter explores a relatively underresearched assumption in the diversity literature, namely, that more variety in demographic characteristics, educational or functional…
Abstract
This chapter explores a relatively underresearched assumption in the diversity literature, namely, that more variety in demographic characteristics, educational or functional backgrounds, or hierarchical status in the workforce represents a wider repertoire of perspectives, approaches, and ways of thinking. Using data from members of innovation teams across 27 organizations in 11 industries (for which variation in thinking should be highly valued), we explore at the individual level whether people with different demographic and informational backgrounds evidence differences in ways of thinking which we define in terms of cognitive styles, learning styles, cultural orientations, and communication preferences. We find large differences in ways of thinking due to culture and communication preferences but modest and limited differences in ways of thinking by level and type of education, occupational function, and hierarchical status. We find few differences by gender. The findings raise questions about the frequently repeated claims that categorical and informational diversity among organizational members reflects differences in ways of thinking.
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The purpose of this paper is to explore the concept of generational difference and reflect on how this might impact on organisational approaches to graduate development.
Abstract
Purpose
The purpose of this paper is to explore the concept of generational difference and reflect on how this might impact on organisational approaches to graduate development.
Design/methodology/approach
The paper explores the characteristics of Generation Y graduates and the implications of their entry into the workplace for organisations' graduate learning and development programmes, drawing on academic and popular literature and the organisational experience of one major employer of young people.
Findings
This paper presents a profile of Generation Y and suggests that the learning styles and expectations of this group are very different from earlier generations. Using its experiences of employing Generation Y the case study organisation suggests future graduate development schemes need to utilise the latest technology to deliver audio‐visually rich, multi‐tasking challenges which require a collaborative approach, offer instant feedback whilst at the same time recognising that its participants may not see the need for or indeed take responsibility for their own development or its perceived failings.
Research limitations/implications
The paper suggests that further in‐depth research into Generation Y and organisational graduate development schemes is necessary to determine how far such schemes are meeting expectations.
Practical implications
Employers of graduates need to evaluate the effectiveness of their programmes.
Originality/value
The main contribution of this paper is to highlight how employers, and particularly graduate development managers, need to re‐examine their graduate development schemes to ensure they are not only meeting the needs and expectations of the organisation but also the individuals for whom they are designed.
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The purpose of this paper is to provide a short review of some of the sessions at the Chartered Institute of Personnel and Development (CIPD) Conference.
Abstract
Purpose
The purpose of this paper is to provide a short review of some of the sessions at the Chartered Institute of Personnel and Development (CIPD) Conference.
Design/methodology/approach
The paper reviews a number of sessions held at the CIPD Conference.
Findings
The paper finds that session tracks covered: “Strategy and leadership”, “Managing change, how HR can make the difference”, “Driving your organization's performance”, “Managing talent, today's issues”, “Tomorrow's workforce”, and a workshop track featuring some six “How to” sessions.
Originality/value
The paper provides a brief review of some of the sessions covered at the CIPD Conference.
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Abstract
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This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.
Abstract
Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
Each generation of learners brings along its own benefits and preferences, and Generation Y is no different. Also known as “Millenials”, the “Net Generation”, the “Me Generation” and “Generation D” (digital), this roughly accounts for people born between the years of 1982 and 2000, most of whom will soon be filtering into the workforce. But what does this mean about how they learn? McDonalds share their insights and best practice garnered from employing Generation Y.
Practical implications
The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.