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Article
Publication date: 26 October 2012

Shih Yung Chou and John M. Pearson

Previous research has found that information technology (IT) professionals exhibit significantly lower organizational citizenship behaviour (OCB) than non‐IT professionals. Thus…

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Abstract

Purpose

Previous research has found that information technology (IT) professionals exhibit significantly lower organizational citizenship behaviour (OCB) than non‐IT professionals. Thus, the purpose of this paper is to examine how an IT professional's job stress, trust, and commitment affect the valence of job satisfaction, which in turn influences his or her OCB.

Design/methodology/approach

A snowball sampling approach was used as it was the best available approach. The authors first sent out email invitations to IT professionals at a large mid‐western university and used their personal referrals to locate other IT professionals. After deleting unusable responses, 85 responses were obtained. The hypotheses were tested using partial least squares and multiple regression techniques.

Findings

The results confirmed the significant relationship between valence of job satisfaction and OCB and the relationship between OCB and actual job satisfaction. Additionally, commitment to organization and profession contributed significantly to valence of job satisfaction.

Research limitations/implications

With some limitations such as the use of snowball sampling, this study provides an additional support for expectancy theory in the IT setting.

Practical implications

The paper shows that exhibiting OCB results in job satisfaction in the IT setting. Moreover, it is demonstrated that IT professionals' perceptions of the valence of job satisfaction would be influenced more by financial rewards than by non‐financial rewards. Furthermore, because of the difficulty of changing profession and the ease of changing workplace, IT professionals' commitment to the profession might be higher than commitment to their organizations.

Originality/value

The paper provides a starting point for the investigation of OCB exhibited by highly skilled professionals.

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Book part
Publication date: 9 December 2016

Kelwyn Looi and Josh Fleming

This chapter outlines how Pearson, the world’s largest education company, and its CEO John Fallon are acting as trailblazers of Jugaad Innovation …

Abstract

Purpose

This chapter outlines how Pearson, the world’s largest education company, and its CEO John Fallon are acting as trailblazers of Jugaad Innovation (https://hbr.org/2014/12/what-frugal-innovators-do) in education by embedding a focus on learner outcomes – “efficacy” – at the heart of the company. The purpose of the chapter is to highlight practical examples of how this innovation has affected business strategy and decision-making, enabling the company to be able to have a greater impact on learning with the aim of simultaneously helping the business to grow financially. Many of these examples are from products and units that are continuing to embrace and adopt efficacy; they represent live examples of best practice.

Findings

This chapter provides an overview of how the drive toward efficacy represents a new, innovative way of doing business. The approach is not new to education, but putting a focus on learner outcomes at the center of traditional business operations represents a step-change from how other companies in the sector operate. The chapter will also look at the Office of the Chief Education Advisor, a central intrapreneurial unit that continues to lead the global efficacy agenda, with the aim that efficacy becomes so embedded in the company fabric that it becomes irreversible. In addition, the chapter provides some other examples of specific frameworks, tools and units that operate with an innovative and intrapreneurial mindset.

Originality/value

This study presents a case study in a major private company and the way the applied approach affected the company. The content of the chapter is taken from a live case and represents a unique insight into the ongoing application of innovation and intrapreneurship in the field.

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

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Book part
Publication date: 26 August 2019

P. David Pearson, Mary B. McVee and Lynn E. Shanahan

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which…

Abstract

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.

Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.

Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.

Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.

Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.

Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

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Article
Publication date: 1 May 2007

Douglas K. Peterson and Yuanyuan Xing

Managers need to be able to understand whether the constructs of organizational commitment apply cross culturally. This study adds to a growing knowledge base regarding…

671

Abstract

Managers need to be able to understand whether the constructs of organizational commitment apply cross culturally. This study adds to a growing knowledge base regarding organizational commitment internationally, and uses workers in government controlled, mixed economy, and privately owned businesses in China’s interior. The study uses questionnaires of antecedents of commitment and tests Mowday et al’s (1979) OCQ and Meyer and Allen’s (1991) ACS, NCS, CCS. While we were are able to verify some antecedent conditions surrounding Mowday et al (1979) and Meyer and Allen’s (1991) commitment measures, we discovered the conditions surrounding commitment in persons who live outside the commercial zones may be more complicated than theory predicts. Artifacts that may modify antecedent‐commitment main include culture, language, firm ownership/control, and expectations of workers moving from government employment more market based jobs. We suggest that more study is required in relationship to conceptual space, theory development, measurement, validation, and analysis in former centrally planned and communistic countries. As is usually true in China, things are not as straightforward or simple as they seem. This study seems to verify that sentiment.

Details

Journal of Asia Business Studies, vol. 1 no. 2
Type: Research Article
ISSN: 1558-7894

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Article
Publication date: 1 January 1979

In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still…

742

Abstract

In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still be covered by the Act if she were employed on like work in succession to the man? This is the question which had to be solved in Macarthys Ltd v. Smith. Unfortunately it was not. Their Lordships interpreted the relevant section in different ways and since Article 119 of the Treaty of Rome was also subject to different interpretations, the case has been referred to the European Court of Justice.

Details

Managerial Law, vol. 22 no. 1
Type: Research Article
ISSN: 0309-0558

Available. Content available
Book part
Publication date: 14 January 2019

Morgan R. Clevenger and Cynthia J. MacGregor

Free Access. Free Access

Abstract

Details

Business and Corporation Engagement with Higher Education
Type: Book
ISBN: 978-1-78754-656-1

Abstract

Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-0-76231-393-8

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Book part
Publication date: 24 July 2020

Arieh Riskin, Peter Bamberger, Amir Erez and Aya Zeiger

Incivility is widespread in the workplace and has been shown to have significant affective and behavioral consequences. However, the authors still have a limited understanding as…

Abstract

Incivility is widespread in the workplace and has been shown to have significant affective and behavioral consequences. However, the authors still have a limited understanding as to whether, how and when discrete incivility events impact team performance. Adopting a resource depletion perspective and focusing on the cognitive implications of such events, the authors introduce a multi-level model linking the adverse effects of such events on team members’ working memory – the “workbench” of the cognitive system where most planning, analyses, and management of goals occur – to team effectiveness. The model which the authors develop proposes that that uncivil interpersonal behavior in general, and rudeness – a central manifestation of incivility – in particular, may place a significant drain on individuals’ working memory capacity, affecting team effectiveness via its effects on individual performance and coordination-related team emergent states and action-phase processes. In the context of this model, the authors offer an overarching framework for making sense of disparate findings regarding how, why and when incivility affects performance outcomes at multiple levels. More specifically, the authors use this framework to: (a) suggest how individual-level cognitive impairment and weakened coordinative team processes may mediate these incivility-based effects, and (b) explain how event, context, and individual difference factors moderators may attenuate or exacerbate these cognition-mediated effects.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-80043-076-1

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Article
Publication date: 31 December 2024

Suzanne Zivnuska, Ken Harris, Matthew Valle, Ranida Harris, John Carlson and Dawn S. Carlson

This research provides an empirical test of Andersson and Pearson’s (1999) theoretical incivility spiral. Rather than investigate the incidence of incivility perpetration…

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Abstract

Purpose

This research provides an empirical test of Andersson and Pearson’s (1999) theoretical incivility spiral. Rather than investigate the incidence of incivility perpetration following incivility victimization in face-to-face interactions, this study tests for evidence of an incivility spiral due to communications enacted through information and communication technology (ICT) based on affective events theory (AET) (Weiss and Cropanzano, 1996). Further, the moderating impacts of both gender and incivility climate on this relationship are considered.

Design/methodology/approach

The sample for this Time 1–Time 2 survey-based research was comprised of 354 full-time working adults from a wide range of organizations. We employed hierarchical moderated regression analyses as our primary data analytic technique.

Findings

Results demonstrate that victims of ICT incivility at Time 1 are likely to be perpetrators of ICT incivility at Time 2. Furthermore, this relationship is stronger for men than it is for women and is exacerbated in cultures that have a low tolerance for ICT incivility.

Originality/value

This is the first known test of the incidence of an incivility spiral due to communications enacted through ICT. There is special cause for concern given the often-impersonal nature of ICT use (and abuse) in organizations. Individuals may feel emboldened by the distance and perceived safety ICT mediation affords and may be less likely to moderate their online interactions with colleagues. Absent the physical intimacy and non-verbal signals that face-to-face interactions provide, individuals may be more likely to perpetuate incivility in ICT interactions even if there is no implicit intent to harm others.

Details

Asia-Pacific Journal of Business Administration, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1757-4323

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Book part
Publication date: 26 August 2019

Janice A. Dole, Gerald G. Duffy and P. David Pearson

Purpose – The purpose of this chapter is to consider the historical context of the gradual release model as it emerged following the early twentieth century emphasis on…

Abstract

Purpose – The purpose of this chapter is to consider the historical context of the gradual release model as it emerged following the early twentieth century emphasis on behaviorism as psychologists (and reading researchers) increasingly focused on cognition in the reading process. This “cognitive turn” in educational psychology was followed closely by a “social turn” with its focus on the socially constructed nature of texts, learning, and reading, particularly influenced by Vygotsky and work on scaffolding.

Design/methodology/approach – This chapter uses literature from the field to contextualize the gradual release of responsibility (GRR) model and to discuss research or practice chapters included in this edited volume.

Findings – This chapter described the transition from behaviorism to cognition to social construction as it applies to the reading process generally and to GRR in particular. It noted that this transition has required teachers to be more nimble and flexible than ever before, cautioned that the complexity of classroom life and the pressures on teachers can cause techniques such as GRR to be misused, and suggested ways to manage the group work which is central to social cultural approaches to literacy. And along the way it spotlighted the ever-widening range of applications of the GRR documented in the earlier chapters of the book.

Practical implications – The section in this chapter with most immediate practical implication is clearly the section on misuses of the GRR model. This section discusses some misuses of the model: neglecting explicit teaching; missing the middle (i.e., jump from explicit teaching directly to independent practice); and applying in an overly rigid manner.

Originality/value of paper – This chapter makes an original contribution to the field in providing a historical context for the gradual release model and for addressing the chapters in this edited collection. The authors also point to some areas for next steps forward as reminders to those applying the model.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

Keywords

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