Generation Z comprises the newest cohort to enter the workforce, and they not content to be the Millennials’ younger sibling. Born between 1997 and 2012, Gen Z’s identity is…
Abstract
Generation Z comprises the newest cohort to enter the workforce, and they not content to be the Millennials’ younger sibling. Born between 1997 and 2012, Gen Z’s identity is shaped by being the first generation to come into a post-9/11 world, by the effects of the Great Recession on their parents’ and families’ economic well-being, by the proliferation of technology and social media, by the specter of school shootings and violence, and by the current period of reckoning with past and present racial injustice. The defining moment for this generation, however, is entering adulthood during or in the wake of a global pandemic that significantly changed both education and industry. The confluence of this new generation of career entrants, the dramatically shifting job forms and careers (e.g., contingent work and the gig economy), and the post-COVID landscape of work provides a rich and compelling research agenda for management and human resource management as Gen Z enters workplace and progresses through their careers. Little academic research has examined this generation and its complexity, but the business community is very interested in preparing for the influx of Gen Z into their organizations and as consumers. Gen Z is diverse, global, and mobile. They are defined by their almost symbiotic relationship with technology, but surprisingly desire in-person connection. This generation was hard hit by the COVID-19 pandemic, in their education, finances, relationships, and well-being. They are a generation in flux. Future research directions are explored and presented.
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Lindsey N. Godwin, Pascal Kaplan and Kristin Bodiford
The very nature of organizational life is transforming as collaborative technologies erase the prerequisite of co-location for collaboration. Using three example cases of which we…
Abstract
The very nature of organizational life is transforming as collaborative technologies erase the prerequisite of co-location for collaboration. Using three example cases of which we have been a part, World Vision, the American Society for Association Executives, and Healthy Kids Healthy Schools, we illustrate how such technology is also augmenting the generative capacity of the Appreciative Inquiry (AI) Summit methodology. We then use the five principles of wikinomics that Tapscott and Williams (2010) identify as keys for organizational thrival into today’s digitally connected world: collaboration, openness, sharing, integrity, and interdependence, as a lens for examining how the virtually connected AI Summit is a whole-system change methodology that helps to promote these principles. The chapter concludes with lessons on integrating collaborative technology into summit designs and opportunities for future experiments in this domain.
FOLLOWING the talk given by Mr William C. Hitt of the Douglas Aircraft Company last June, which was reported in Aircraft Engineering for July, the S.L.A.E. organized a meeting at…
Abstract
FOLLOWING the talk given by Mr William C. Hitt of the Douglas Aircraft Company last June, which was reported in Aircraft Engineering for July, the S.L.A.E. organized a meeting at which the subject could be further discussed. Mr R. A. Fry was in the chair, and the first paper, by Mr William C. Hitt, was delivered by his son, Mr Lloyd Hitt.
To investigate the higher‐level skills needs and learning provisions for small medium social enterprises (SMSEs) in Northwest England in order to support strategies for lifelong…
Abstract
Purpose
To investigate the higher‐level skills needs and learning provisions for small medium social enterprises (SMSEs) in Northwest England in order to support strategies for lifelong learning and organizational development.
Design/methodology/approach
The study involved the development of “Balance”, a tool based on an adapted form of Kaplan and Norton’s Balanced Scorecard (1996) performance measurement and management tool, integrating the notion of incremental learning development, and utilizing Kolb and Fry’s (1975) organizational learning cycle. Discusses the findings of piloting the tool in 30 social enterprises to make a case for an alternative approach to business analysis, where a qualitative approach is put forward.
Findings
The results indicated that the Balance tool provided SMSEs with an easy to use diagnostic tool for collating managers’ subjective opinions in order to simplify the analysis process and provide a reference point for discussing management skills needs. Reveals that there is a spectrum of social enterprise with the “need” or “social” driven organization at one end and the more “enterprise” driven organization at the other. Concludes that the “social” led business tends to focus on an informal, organic organizational system, utilising a loose business framework purely as a means to meeting the social/environment need, while the “enterprise” led business focuses on a structured business organizational system, embracing business logic and businesslike methods and discourse to meet the social/environment/business need.
Originality/value
Builds on research which was published in the previous issue of this journal (“Business practices in social enterprises”, Social Enterprise Journal, Volume 2 Number 1 2006) and outlines the current understandings and shortcomings of SMSE management knowledge.
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Carl A Rodrigues, Nailin Bu and Byung Min
Discusses the effectiveness of different training approaches in other cultures. Highlights differing learning preferences in different societies. Proposes that traineers in…
Abstract
Discusses the effectiveness of different training approaches in other cultures. Highlights differing learning preferences in different societies. Proposes that traineers in nations which contain a lack of individuality or confucianism prefer more teacher centred methods to those with an emphasis on individualism who require a more hands on approach.
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This monograph is written with the management trainer, development adviser or OD consultant in mind. People engaged in other types of training may find ideas and approaches which…
Abstract
This monograph is written with the management trainer, development adviser or OD consultant in mind. People engaged in other types of training may find ideas and approaches which are useful in a different context. A precise definition of who “management” are may be difficult, but the one I wish to work from would include “managers, supervisors and any person engaged in management work”. Such a definition would include supervisors in an office but exclude their subordinates. This definition would also include professional staff in for example marketing, or operations research, who are involved in the processes of management within an organisation, even though they had no responsibilities for subordinates. This monograph is written in four sections, each dealing with a particular aspect of design.
Iheoma U. Iruka, Donna-Marie C. Winn and Christine Harradine
Using a national data set from the Early Childhood Longitudinal Study – Birth Cohort, we examined factors associated with approximately 700 young African American boys’…
Abstract
Using a national data set from the Early Childhood Longitudinal Study – Birth Cohort, we examined factors associated with approximately 700 young African American boys’ pre-academic skills. The factors examined included (a) family characteristics, behaviors, and beliefs; (b) nonparental care literacy activities; and (c) child health, aggression, and approaches to learning (e.g., curiosity, independence, and persistence). High achieving boys are contrasted with other boys, along the following dimensions: familial, early childhood program, child characteristics and practices and their pre-academic skills, and whether the association was moderated by achievement status. Regression analyses indicated that some aspects of family, preschool, and child characteristics were associated with African American boys’ early outcomes, especially parental caretaking (e.g., bathing and brushing teeth) and approaches to learning (e.g., persistence and attention). Recommendations for educational practices and policies were offered.
Claretha Hughes, Lionel Robert, Kristin Frady and Adam Arroyos