Monique Veld, Judith H. Semeijn and Tinka van Vuuren
The purpose of this paper is to examine three-way interactions among career control, career dialogue and managerial position in predicting perceived employability. The authors…
Abstract
Purpose
The purpose of this paper is to examine three-way interactions among career control, career dialogue and managerial position in predicting perceived employability. The authors expected that participation in career dialogue strengthens the positive relationship between career control and employability. Furthermore, the authors expected that managers benefit more from career dialogue than employees. Hence, the relationship between career control and employability was expected to be strongest when employees engage in career dialogue and hold a managerial position.
Design/methodology/approach
Data were collected in 2014 conducting a cross-sectional survey among managers (n=206) and employees (n=254) at a Dutch location of a large science-based multinational. Moderated regression analyses were used to test the hypotheses.
Findings
Career control was positively related to perceived employability. This relationship was significantly stronger for the managerial group that did participate in a career dialogue than for the managerial group that did not engage in a career dialogue. For the non-managerial group of employees participation in a career dialogue did not strengthen the relationship between career control and perceived employability.
Practical implications
Career control is beneficial for enhancing perceived employability among employees regardless of their position in the organization. Hence, training employees to master this competency may be a fruitful starting point for enhancing employability.
Originality/value
This is the first study to investigate whether the relation between career control, career dialogue and employability differs for employees with a managerial and a non-managerial role.
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Monique Veld, Béatrice I.J.M. van der Heijden and Judith H. Semeijn
The purpose of this paper is to investigate the relationship between positive and negative home-to-work spillover, i.e., home-to-work facilitation (HWF) and home-to-work conflict…
Abstract
Purpose
The purpose of this paper is to investigate the relationship between positive and negative home-to-work spillover, i.e., home-to-work facilitation (HWF) and home-to-work conflict (HWC) with employability. Moreover, this study also examined whether the relationship between home-to-work spillover and employability varied between academic and support staff employees.
Design/methodology/approach
An on-line self-report questionnaire was distributed among academic (n=139) and support staff employees (n=215) working at a Dutch university for distance-learning education. Thoroughly validated measures of home-to-work spillover and employability were used. The employability measure consisted of five dimensions: occupational expertise, anticipation and optimization, personal flexibility, corporate sense, and balance. Hypotheses were tested using hierarchical multivariate regression analyses including interaction effects.
Findings
HWF was positively related to anticipation and optimization only, while HWC appeared to be negatively associated with all employability dimensions. As expected, the relationships between HWF and HWC on the one hand and the specific employability dimensions on the other hand were stronger for support staff employees than for academic staff employees.
Originality/value
This study has extended research on employability, by focusing on the home context of employees as a possible antecedent. So far, studies have largely ignored the home context of employees, when investigating employability outcomes. Another contribution was the focus on both positive (facilitation) and negative (conflict) spillover from home-to-work, whereas previous studies mainly focused on one type of spillover only. Finally, the authors had the unique opportunity to compare support staff and academic staff employees in one and the same study.
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Pauline van Dorssen-Boog, Tinka van Vuuren, Jeroen de Jong and Monique Veld
While both perceived job autonomy and self-leadership are assumed to be important for optimal functioning of healthcare workers, their mutual relationship remains unclear. This…
Abstract
Purpose
While both perceived job autonomy and self-leadership are assumed to be important for optimal functioning of healthcare workers, their mutual relationship remains unclear. This cross-lagged study aims to theorize and test that perceived job autonomy and self-leadership have a reciprocal relationship, which is moderated by need for job autonomy.
Design/methodology/approach
Two-wave panel data were used to measure cross-lagged relationships over a time period of three months. Self-leadership is indicated by both self-leadership strategies and self-leadership behavior. The data were analyzed using hierarchical multiple regression (HMR).
Findings
Job autonomy was not causally nor reverse related to self-leadership strategies, but did relate to self-leadership behavior in both directions. Need for job autonomy did not influence the causal and reverse relationships between job autonomy and self-leadership (strategies and behavior). Instead, need for job autonomy discarded the influence of job autonomy on self-leadership behavior, and predicted self-leadership behavior over time.
Practical implications
For optimizing healthcare jobs, human resource management (HRM) policy makers need to consider other interventions such as training self-leadership, or developing an autonomy supportive work environment, since job autonomy does not lead to more use of self-leadership strategies.
Originality/value
This study used a cross-lagged study design which gives the opportunity to investigate causal relationships between job autonomy and self-leadership. Both self-leadership strategies and self-leadership behavior are included.
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Monique Veld, Judith Semeijn and Tinka van Vuuren
The purpose of this paper is to investigate the moderating role of employees’ willingness to invest in training and development and willingness for mobility on the relationship…
Abstract
Purpose
The purpose of this paper is to investigate the moderating role of employees’ willingness to invest in training and development and willingness for mobility on the relationship between human resource (HR) management practices and employability. As such, the study takes an interactionist perspective, building on human capital theory and social exchange theory. Investigating possible interaction effects is highly relevant as little is known yet on how organizational efforts (i.e. policies and activities) and individual effort of employees might strengthen each other in their aim of enhancing employability.
Design/methodology/approach
Analyses were based on a sample of 1,346 respondents from 91 primary school locations in the Netherlands. Hypotheses were tested using regression analyses controlling for nesting of the data.
Findings
The results indicate that HR activities and employees’ willingness are positively related to employability. Furthermore, only employees’ willingness for mobility strengthens this relationship, not their willingness for training and development. These results indicate that both organizations and employees are responsible for enhancing employability.
Practical implications
Both HR activities and employee willingness appear to play a significant and interactive role for enhancing employability. Therefore, explicit cooperation between employee and organization in light of optimizing employability seems warranted.
Originality/value
This study extends current research on enhancing employability, by theorizing and testing the combined efforts of organizations and employees from an interactionist perspective.
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Peter de Jong and Monique Arkesteijn
This article aims at providing case-based evidence to support the idea that an integral approach using life cycle costs (LCC) would lead to more in-depth argued adjustments…
Abstract
Purpose
This article aims at providing case-based evidence to support the idea that an integral approach using life cycle costs (LCC) would lead to more in-depth argued adjustments towards sustainable and feasible school buildings. There is a gap between the investment in and the operating costs of public school buildings, caused by the splitting up of responsibility for the financing of the accommodation. Municipalities finance the initial costs of construction, and school boards are responsible for the operating costs. According to architecture-based research on this subject, this split results in higher costs during the lifetime of the buildings. This problem is often referred to as the split-incentive problem.
Design/methodology/approach
The research conducted nine case studies of newly built secondary school buildings. The schools were examined with reference to building characteristics, building costs and operational costs. The sustainable performance of these cases is described with the aid of a Dutch sustainability measurement tool. The core of the research is the LCC analysis and the overall perspective on the ratio between initial costs and operations costs.
Findings
It is often held in the construction sector that investments in sustainability lead to increased expense. However, studies indicate this is not unequivocally true. The authors study, at least, found no clear evidence that schools with investments in specific sustainable solutions have such undesirable higher investment costs. The authors study found some positive effects of sustainable measurements on the LCC of secondary schools.
Originality/value
This study confirms the ratio of Hughes and Ive as defined in office typologies to be true in the school building typology. It is worthwhile for owners and users to keep focus on LCC, as well as for the government as financiers/or funders of school buildings.