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Abstract
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Abstract
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Anna Bos-Nehles and Maarten Van Riemsdijk
The social innovation of devolving HRM responsibilities to line managers results in many debates about how well they implement HRM practices. The implementation constraints line…
Abstract
Purpose
The social innovation of devolving HRM responsibilities to line managers results in many debates about how well they implement HRM practices. The implementation constraints line managers perceive in their HRM role are researched by taking organisational contingencies into consideration.
Design/Methodology/Approach
We present four case studies in which our findings are based on quantitative and qualitative data from the cases. The qualitative data allow us to explain some of our quantitative results in terms of organisational differences.
Findings
The HRM implementation effectiveness as perceived by line managers depends on the line managers’ span of control, his/her education level and experience and his/her hierarchical position in the organisation. Each HRM implementation constraint knows additional organisational contingencies.
Research Limitations/Implications
We did not consider possible influences of one organisational characteristic on another, and the effect of this combined effect on the HRM implementation factors. In order to overcome this limitation, we would suggest using a structural equation model (SEM) in future research.
Practical Implications
This chapter offers HR professionals solutions on how to structure the organisation and design the HRM role of line managers in order to implement HRM practices effectively.
Social Implications
We see many differences on how HRM implementation is managed in organisations. This chapter offers solutions to policy makers on how to equalise the HRM role of line managers.
Originality/Value
The focus of this chapter is on the line manager (instead of HR managers) as implementer of HRM and the impact of organisational contingencies on HRM implementation.
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Across all kinds of organizations, including schools, a prevailing discourse values leadership that pursues new ideas, new knowledge, and new practices that promise to improve…
Abstract
Across all kinds of organizations, including schools, a prevailing discourse values leadership that pursues new ideas, new knowledge, and new practices that promise to improve performance and service. Educational leadership is, accordingly, being pressed to reshape itself to become more entrepreneurial and to promote the idea of the “enterprising self.” Profound challenges to the purpose of educational leadership are bound up with this, however. They include questions of both meaning and values around the ideas and practice of entrepreneurial leadership. This chapter examines the discourse of enterprise and entrepreneurialism, and then considers the scope for responding to and shaping this discourse and the nature of entrepreneurial leadership through the ideas underpinning democratic entrepreneurialism and adaptive strategies. Implications for principal preparation and development are suggested, including the importance of problematizing entrepreneurial leadership and engaging leaders and aspiring leaders in dialogue around the diverse varieties and progressive possibilities of entrepreneurialism.
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I begin by examining some ways in which organisations have attempted to improve their recruitment and selection procedures to minimise bias and unfair discrimination, and focus on…
Abstract
I begin by examining some ways in which organisations have attempted to improve their recruitment and selection procedures to minimise bias and unfair discrimination, and focus on the assessment centre as a potentially useful technique in this respect, especially for managerial selection. I go on to examine the assessment centre in more detail, including its origins, construction and uses, before discussing the strong evidence for its validity as a selection and assessment procedure. I then describe some recent British innovations in assessment centre design and practice, especially in its use for management and organisation development purposes, before discussing some of my own recent research, in collaboration with Ivan Robertson and Usha Rout, on participants' attitudes towards the use of assessment centres for selection and development purposes, including gender differences in attitudes.