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As global and local market forces combined to challenge Cable and Wireless' lucrative monopoly on telephone services in the Caribbean a key part of its response was the development of a business performance index. Bringing together customer and employee satisfaction indices with a set of financial indicators, the index allows local business units to align with customer demands, adapt to changing heeds, equip employees to do their job better and maximize the use of resources.

Lawler (2001) posits that social exchanges create a sense of shared responsibility for outcome success. The purpose of this study is to apply this framework to the vendor/frontline employee/customer triad to examine the underlying role of emotions in how frontline employees’ evaluations of vendors and customers trigger and temper brand advocacy efforts, respectively.

With cross-sectional data from 168 frontline employees working at a leading national retailer of electronic goods, path analysis is used to evaluate the hypotheses.

Frontline employees’ relationship quality with the vendor and perceptions of vendors’ product quality positively influence brand advocacy. Also, customers’ brand affinity and recommendation preference both demonstrate a significant, negative curvilinear relationship with brand advocacy.

Frontline employees’ emotion-laden evaluations of vendors and customer influence brand advocacy in different ways. Vendor relationship quality and brand quality perceptions “trigger” brand advocacy. However, customer’s affinity toward a vendor’s brand and willingness to seek recommendations “temper” brand advocacy. Specifically, brand advocacy effort is low when customers possess very low and very high affinity toward a focal brand – moderate affinity spurs high advocacy; likewise, advocacy is low when customers demonstrate very low and very high interest in seeking the frontline employees’ opinion – moderate interest spurs high advocacy. Although ideal to examine vendor and customer emotional exchanges, using only frontline employee data from a technology-selling retailer may constrain generalizability.

Frontline employee training programs should emphasize the customer’s role in the transaction to increase perceptions of shared responsibility, as a means to create a favorable emotional experience, and accentuate timing strategies on when to pursue heightened or diminished emotionally charged brand advocacy efforts.

This study contributes to the frontline employee behavior literature by viewing shared responsibility in transactions as a source of emotional value, explaining variance in frontline employee brand advocacy through relationship and product quality dimensions, and uncovering curvilinear effects for customers’ brand affinity and recommendation preference in elucidating brand advocacy.

Combining early and untested accountability perspectives with stress research, the authors examined the degree to which employees perceive workplace accountabilities as either worthy challenges to be overcome or potential threats to be avoided.

The authors utilized structural equation modeling to evaluate our hypotheses and tested them across two data samples, using two different sampling techniques collected four years apart.

Employees' individual differences of attribution style, negative affectivity and core self-evaluations influenced how subjects approached accountability pressures in their workplace, which in turn, was associated with job satisfaction and turnover intentions.

By examining how employees evaluate accountability pressures, this investigation advances existing research by exploring the different ways in which employees perceive workplace accountabilities.

Through a series of critical discussions on Karl Popper’s evolutionary analysis of learning and the non-authoritarian values it promotes, the purpose of this paper is to advocate a Popperian approach for building medical student knowledge. Specifically, it challenges positivist assumptions that permeate the design and management of many educational institutions, including teaching hospitals, by considering what does and does not happen when learning takes place.

To illustrate how Popper’s approach differs from such a conception of learning, the paper examines the exchange between a preceptor (Sam) and a medical student (Lisa). The following exchange is based on the observations during a team meeting in a Canadian teaching hospital. The authors sent the transcript of the observation to Lisa for her comments. The statements in italics represent Lisa’s additions. Pseudonyms are used to protect the identity of participants in the exchange.

Popper’s evolutionary analysis of learning and the Objective Knowledge Growth Framework provide a means of managing specific aspects of one’s education through engaging in this learning process. Although this approach to teaching and decision making takes time to master, it does not require reconstituting existing institutional arrangements before it can be implemented in hospitals. Instead, it asks medical students, teachers and practitioners to be open to the theoretical underpinnings of the approach and to view knowledge growth as a process of systematic trial and error elimination.

This paper is original in its conceptualisation and may well become a classic in education circles. It draws on Popper’s philosophical arguments and enters into a much needed discourse for teaching and learning.

The purpose of this paper is to explore how the institutional context influences human resource management (HRM) policies in the public and private sector in Nigeria.

The convergent parallel mixed methods approach was adopted for this study. Survey data were collected from 122 HR managers across public and private sector organizations in Nigeria as well as 13 qualitative interviews. ANCOVA was used to analyse quantitative data while thematic analysis was used to analyse qualitative data in order to understand the influence of institutions on HRM in the public and private sector in Nigeria.

Findings indicate that while coercive, mimetic and normative institutional mechanisms influenced HRM in both the public and private sector, the influence of coercive mechanisms was significantly higher in the public sector, largely due to the poor enforcement of labour legislation and attempts by private sector organizations to adopt neo-liberal approaches to HRM.

The study provides an understanding of the institutional context of HRM in Nigeria by highlighting how varying degrees of pressures from the environment create internal diversity in HRM approaches in the public and private sector.

Identifies and reviews some theoretical developments central to the critical analysis of the use of combined computer‐based systems and quality management applications. While the advocates of these applications propose that the emergent organizational configurations provide employees with the opportunity for participation in decision making, resulting in “empowerment” and the possibility of personal fulfilment, argues that the networked organization may result in a progressive commodification of social relationships which will erode the meaning of true employee participation. Suggests that the combination of networked computer‐based systems and the psychological techniques which underpin the quality management methodologies, rather than replacing the technologies of control identifiable in the principles of scientific management and Fordism, provide an enhanced, more insidious form of technical and cultural control designed to engage the acquiescence of employees in order to maintain the efficiency of the organization.

The area of behavioural phenotype research and related clinical practice is now recognised as one of high relevance to all practitioners who help people with learning disabilities, whatever their age. Knowledge continues to accumulate rapidly regarding aspects pertaining to aetiology, likely developmental, emotional and behavioural challenges, useful multidisciplinary interventions and supports and long‐term prognosis. This paper reviews the concept, its history and recent developments, focusing on those aspects which are of particular importance to clinical and other care and support professionals and their clients. There is a continuing need for widespread dissemination of the large body of relevant information, and its application to practice in order to maximise benefits for people with learning disabilities and their families.