Search results

The purpose of this paper is to examine the impact of gender on the performance assessments of managers arising from the 360‐degree scheme operated within the UK headquarters of a large multi‐international financial services organisation.

A questionnaire approach was used to collect data on 66 managers (33 males and 33 females) against four broad capabilities on the 360‐degree appraisal system. Data were gathered on each of the 66 managers from eight different sources including the individual being appraised, three of their peers, three of their direct reports (subordinates) and their manager (supervisor).

Performance ratings were either gender neutral or higher for female than for male managers. Within the case company there was no evidence of unfavourable discrimination against female managers, if anything the reverse with female managers showing superior performance compared to their male counterparts.

As with all cross‐sectional research causality cannot be confirmed and difficulties in accessing 360‐degree appraisal information for a large number of managers led to constraints on research methodology.

The implication for human resource management is that the 360‐degree appraisal system did not necessarily fulfil the degree of objectivity claimed by its adherents and that possible adverse influence may be inherent within the 360‐degree rating system of managers particularly.

The paper offers insights into gender differences within 360‐degree managerial performance appraisals.

Performance management systems (PMSs) must remain dynamic and maintain the ability to withstand the high degrees of complexity brought about by digital technologies (DTs). Academics and practitioners have explored DTs and PMSs separately. This study aims to bridge the academic and practitioner discourse surrounding PMSs and DTs to promote knowledge diffusion and collaboration.

The authors adopted a mixed method approach, combining quantitative and qualitative content analysis, which were validated through semi-structured interviews with academics and practitioners. The authors first conducted a content analysis of the academic literature contained in the Scopus database and the practitioners' literature featured in the Nexis Uni database.

The combined academic-practitioners’ body of knowledge underscores the risk and environmental dimension, as well as the theoretical frameworks employed to explore digitally empowered PMSs. These findings were corroborated by 17 confirmatory interviews conducted with scholars and practitioners.

Due to its scope, the research is limited to publications listed on Scopus and Nexis Uni. Additionally, its qualitative and interpretative nature presents some generalizability issues.

This study connects the intentions of scholars and practitioners concerning PMSs and DTs to promote collaborative efforts and knowledge diffusion. Moreover, considering the broader spectrum of insights, this manuscript postulates new avenues of research that address the key issues and concerns of both academics and practitioners. Finally, this article showcases PMs- and DT-appropriate theoretical frameworks that can inform practitioners’ discourse and work.

The purpose of this paper is to explore altruism born of suffering (ABS), a theory that explains how the experience of suffering within one’s own life may result in the motivation to help others, even outgroup members.

Participants were 186 emerging adults (63 per cent female, 37 per cent male; 69 per cent Protestant, 41 per cent Catholic; average age =21.3, SD=2.57 years old) in Northern Ireland, a setting of protracted intergroup conflict. Participants were randomly assigned to an in/outgroup condition, read four types of adversity that occurred to same-sex victim(s), and indicated their empathetic response and how much they would like to help the victims.

Moderated mediation analyses revealed that empathy for the victim partially mediated the impact of perceived harm on desire to help; moreover, recent negative life events strengthened the link between harm and empathy. The path between empathy and helping was stronger in the outgroup compared to the ingroup condition.

These findings support ABS, highlighting empathy as a key factor underlying more constructive intergroup relations in a divided society.

This paper extends previous research on ABS by focusing on a post-accord context. The value of the current analyses demonstrate the important role of fostering empathy to promote outgroup helping in settings of divisive group identities.

Women with little-to-no English continue to have poor birth outcomes and low service user satisfaction. When language support services are used it enhances the relationship between the midwife and the woman, improves outcomes and ensures safer practice. However, this study has shown a reluctance to use professional interpreter services by midwives. This study aims to understand the experiences of midwives using language support services.

A maximum variation purposive sampling strategy was used to recruit midwives (N = 12) to a qualitative, semi-structured interview study. Data were analysed using thematic analysis.

Four themes were generated from the data analysis with a central organising concept of “Navigating Care Without Language”. These themes were: “Continuity as Key”, “Facilitating Tools”, “Networks of Support” and “Innovative Planning”. Each of these themes had between three and four sub-themes. It was found midwives are keen to support women with language barriers. However, support can be difficult due to the unavailability of equipment and resources; lack of continuity (of interpreter and midwife); inability to plan for the acute care of women who require interpreter services; and the system not being accessible enough to women who require language support services, thus causing them to fall through the net.

Continuity of carer appears to be a protective factor due to the flexibility, relationship and continuum of support. This study will aid the development of education for undergraduate, post-graduate and practising midwives. It will also inform policymakers working to improve the service offered to women who speak little-to-no English.

This paper aims to engage with the cinematic history of Australian education by examining the historical representation of secondary schools in two Australian feature films of the 1970s: Picnic at Hanging Rock (Weir, 1975) and The Getting of Wisdom (Beresford, 1977). By what narrative strategies, metaphors and understandings were Australian high schools encoded into images and how might these interpretations differ from written accounts of the secondary schools? The discussion focuses on the social and material worlds of the schools. It reflects on the types of education depicted and the characterisations of teachers and students, including consideration of gender, class, and sexualities. The paper asks: what was the historical understanding of secondary schools that made them so attractive for cinematic explorations of Australian national identity in the 1970s?

Prior to the passage of the 20th amendment to the US Constitution in 1920, several states had extended the suffrage to women. Helen Laura Sumner (later Woodbury), a student of John R. Commons at Wisconsin, undertook a statistical study of the political, economic, and social impacts of the granting of voting rights to women in the state of Colorado, and subsequently defended the results against numerous attacks. In this paper, we present a brief account of the struggle for women’s equality in the extension of the suffrage and examine Sumner’s critical analysis of the evidence as to its effects, as well as the counterarguments to which she responded.

This study aims to explore the human resource management (HRM) practices related to training and feedback in the app work industry, specifically in online food delivery service, and investigate the emotional and behavioral responses of gig workers.

This study adopts a qualitative approach by interviewing 19 gig workers from six food delivery firms operating in different countries.

The results show limited training and feedback opportunities are provided to app workers, although the complexity of training and delivery methods differ across platforms. To address this shortage, app workers developed response strategies relying on social interaction.

This study adds to the research on HRM practices in the gig economy by portraying the way in which training and feedback unfold in the food delivery app ecosystem and by disclosing the gig workers’ emotional and behavioral responses to it.

This study shows that the way training activities are currently designed may provide little value to the ecosystem and are likely to produce negative emotional responses in gig workers. Thus, platform providers may make use of these findings by introducing more transparent feedback and social learning opportunities.

To the best of the authors’ knowledge, this study is among the first empirical studies on online delivery gig workers addressing specific HRM practices. It reveals significant insights for training and feedback, suggesting app economy characteristics strongly affect training and feedback practices for app workers.

The purpose of this paper is to explore the impact of attending a Recovery College (RC) on NHS staff attitudes towards mental health and recovery, clinical and peer interactions, and personal wellbeing.

Qualitative and quantitative data were collected via online surveys from 94 participants. Thematic analysis and descriptive statistics were used.

Themes were identified for change in attitudes towards mental health and recovery: new meanings of recovery; challenging traditional views on recovery; hope for recovery; and increased parity. The majority felt that the RC positively influenced the way they supported others. Themes relating to this were: using or sharing taught skills; increased understanding and empathy; challenging non-recovery practices; and adopting recovery practices. Responses highlighted themes surrounding impacts on personal wellbeing: connectedness; safe place; self-care; and sense of competency and morale at work. Another category labelled “Design of RC” emerged with the themes co-learning, co-production and co-facilitation, and content.

It is important to understand whether RCs are a useful resource for staff. This research suggests that RCs could help to reconcile Implementing Recovery through Organisational Change’s 10 Key Challenges and reduce staff burnout, which has implications for service provision.

This is one of the first papers to directly explore the value of RCs for staff attending as students, highlighting experiences of co-learning.