Search results

A report of the International Labour Organization on undeclared work in Greece refers to failures of formal institutions which contribute to the asymmetry between state and civic morality. The particular asymmetry is explored through the context of tax morale, which is one of the major determinants of the shadow economy. Although several papers have been published on the Greek shadow economy, tax morale in Greece has not been adequately explored. This research aims to investigate the effect of the economic downturn on the factors determining the level of tax morale through primary data from a European Union-funded research project on the Greek shadow economy. The findings provide policy orientations toward transferring activities from the shadow to the official economy, a goal which is part of Europe 2020 strategy.

Outlines the role of the PO Welfare Service, the wide range of casework handled, plus involvement with pre‐retirement education and coping with change. The Welfare Service provides an advisory counselling service to PO employees (over 200,000) and PO pensioners (over 180,000) throughout the UK. The importance of training and development plus the “customer first” focus are emphasised.

We analyze the relationship between initial vocational education and training (VET) and training policies by looking at the ways and extent to which different approaches foster the acquisition of general and transferable skills. The factors that particularly affect the investment in training and the investment in transferable skills are analyzed both from the point of view of the individual and the employer. We argue that with the reform of their national training systems, Spain and the United Kingdom have followed different routes in order to foster precisely an increase in the investment on transferable skills. Those pathways differ in the extent to which policy strategies have aimed at reducing either individual worker or firms’ constraints to receive or invest in transferable training, and in the extent to which the emphasis for certification focused on “demonstrated learning outcomes” as opposed to “particular learning processes or places.” The paper concludes with the presentation of some policy implications.

In a simulated three‐issue organizational dispute, subjects were interrupted by a third party (their supervisor) who recommended—and eventually imposed—one of five different outcomes. Each outcome provided subjects the same overall payoff, though the arrangement of payoffs across each of the three issues varied. The design allowed us to evaluate four different perspectives regarding negotiators' perceptions of their outcomes. In addition, third parties provided justifications, apologies, or excuses for their actions. Fairness judgments and supervisory evaluations were most favorable when negotiators received an outcome reflecting favorable settlements on the majority of the issues, or the midpoint compromise; the least favorable reactions occurred when subjects received favorable outcomes on only their most important issue. Third parties who offered a justification for their actions were seen as fairer than those offering apologies or excuses. The findings reiterate the importance of considering both the symbolic characteristics of outcomes and the interactional justice inherent in different types of explanations.

The present study extends recently‐acquired knowledge about the affective aspects of negotiations by examining the effects of defining negotiation outcomes in affective terms rather than numeric terms. Using a 2 x 2 experimental design, the researchers represented the negotiation outcomes in four different ways: happy faces, unhappy faces, positive numbers, and negative numbers. The results indicate that representing outcomes in affective terms leads to longer negotiation times and higher impasse rates. In addition, participants whose outcomes were represented as happy faces reported the highest levels of emotional involvement, the lowest levels of cooperation and trust, and most frequently experienced negative emotions. Emotional involvement and negative emotions also helped explain differences in negotiation time and individual outcomes over and above the effects of the experimental manipulations. The implications of these results for negotiation research are discussed.

This paper reports the results of two studies that examined the impact of framing negotiations in affective terms. Pursuant to the recommendations made by Clyman and Tripp (2000) for reducing risks associated with discrepant values, the objective of the first study was to determine the optimal way of representing potential outcomes in affective terms in a negotiation payoff table. Results demonstrated the superiority of happy and unhappy face icons over other representations; it also revealed a slight advantage to varying the quantity of icons, rather than size, to reflect differences in the relative values of these outcomes. In the second study, the focus was on determining to what extent, if any, framing negotiations in affective terms would differentially affect negotiators' thoughts and feelings prior to engaging in a two‐party negotiation. Results indicated that when negotiations are affectively framed, negotiators report higher levels of negotiation involvement and positive emotion and lower levels of trust, as well as a decreased likelihood of employing cooperative negotiation tactics. The implications of the findings for future research are discussed.

The purpose of this study is to gain insight into the degree apprenticeship labour market and employers' strategies for apprenticeship recruitment using job advertisement data. Specifically, this study identifies the skills, attributes, experience and qualifications that employers look for in IT apprentices. The study also identifies the salaries and responsibilities of apprentices and considers the alignment between the advertised jobs and apprenticeship definitions.

Degree apprenticeship job adverts (n = 290) were collected from the official websites used by employers in England and Scotland to advertise apprenticeship roles, between March 2019 and March 2020. Data was analysed using content analysis to systematically elicit salaries, candidate requirements in terms of skills, qualifications and experience and specific job details from these adverts.

A wide variation in advertised salary was found. Entry routes were similar to the traditional high school qualifications (A-levels or Highers) sought by universities. The skills and attributes being sought at recruitment were the same skills that employers were seeking in graduates and the same skills that the apprenticeships were designed to develop. Most adverts focused on the training that the apprentices would be receiving, rather than work tasks, which were rarely specified.

This is the first study of how apprenticeship roles are advertised to potential candidates and thus contributes to ongoing research into this new work/degree-level education model. By analysing job adverts we share insights into how employers position apprenticeships to attract candidates.

In a simulated organizational conflict, concession behavior by a negotiator's opponent was manipulated to examine how subsequent third party intervention would influence negotiator perceptions of process control, decision control, distributive justice, and the third party. Negotiators whose opponents made large concessions reciprocated by also making large concessions, suggesting a high level of movement toward agreement by the disputants; subjects whose opponents made few concessions reciprocated in kind, resulting in little movement toward agreement. Third parties, however, imposed outcomes on all negotiators prior to negotiated agreements. Perceptions of decision control, distributive justice, and the necessity of third party intervention were influenced by whether disputants were close to reaching an agreement on their own or not. Outcome imposed by the third party influenced almost all measures. The study suggests that behavior by the disputants (in the form of movement toward agreement), and not just behavior by the third party, can influence ratings of both procedures and outcomes.

We provide a brief review of how the concept of justice has evolved over time from a single construct (distributive justice) to one represented by four constructs (distributive, procedural, interpersonal, and informational justice). We then compare and contrast two recent meta‐analytic views of organizational justice, focusing on the relationships each documents between justice constructs and organizational outcomes. We conclude by arguing that the justice literature needs to focus on identifying moderators of the justice‐outcome relations noted in the meta‐analyses.

Justice rules are standards that serve as criteria for formulating fairness judgments. Though justice rules play a role in the organizational justice literature, they have seldom been the subject of analysis in their own right. To address this limitation, we first consider three meta-theoretical dualities that are highlighted by justice rules – the distinction between justice versus fairness, indirect versus direct measurement, and normative versus descriptive paradigms. Second, we review existing justice rules and organize them into four types of justice: distributive (e.g., equity, equality), procedural (e.g., voice, consistent treatment), interpersonal (e.g., politeness, respectfulness), and informational (e.g., candor, timeliness). We also emphasize emergent rules that have not received sufficient research attention. Third, we consider various computation models purporting to explain how justice rules are assessed and aggregated to form fairness judgments. Fourth and last, we conclude by reviewing research that enriches our understanding of justice rules by showing how they are cognitively processed. We observe that there are a number of influences on fairness judgments, and situations exist in which individuals do not systematically consider justice rules.