Raimonda Alonderienė and Indrė Šimkevičiūtė
Due to the changes in the market, the shift to proactive and self-developed career management is evident. It results in the emergence of contemporary career attitudes, namely…
Abstract
Purpose
Due to the changes in the market, the shift to proactive and self-developed career management is evident. It results in the emergence of contemporary career attitudes, namely, protean and boundaryless ones. Individuals with protean career (PC) and boundaryless career (BC) attitudes may be more inclined to switch jobs, which affect decreased organizational commitment. The purpose of this paper is to analyze whether PC and BC attitudes affect organizational commitment of young adults in finance sector.
Design/methodology/approach
The data of 177 young Lithuanian adults from finance sector were collected in quantitative research.
Findings
The research results indicate that young adults in finance sector have contemporary career attitudes significantly expressed. The regression analysis findings show that affective commitment is positively predicted by self-directed career management and boundaryless mindset, and negatively predicted by values-driven career orientation and organizational mobility preference. Continuance commitment is negatively predicted by self-directed career management and organizational mobility preference.
Originality/value
This research is valuable as few if any studies cover contemporary career attitudes and organizational commitment of already working young adults in finance sector in a European country, namely, Lithuania.
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Raimonda Alonderienė and Margarita Pilkiene
Human resource management, organizational psychology, organizational behaviour, school management and leadership and general management
Abstract
Subject area
Human resource management, organizational psychology, organizational behaviour, school management and leadership and general management
Study level/applicability
The case is appropriate for undergraduate, post-graduate and executive-level courses related to human resource management, organizational psychology, organizational behaviour, school management and leadership and general management, or in the courses, where it is needed to illustrate how one of HR activities – successful adaptation of new employee is performed.
Case overview
Young teacher, Laura V., getting a position as English language teacher in the same gymnasium she has graduated herself – J. Balčikonis gymnasium at Panevėžys city. It was her dream to become a teacher, and new job at prestigious school, famous for its long standing tradition and strong culture was promising a lot. Case refers to first half year of Laura's experience. She was happy with handling the subject she taught, but faced challenges to come to good terms with old generation teachers and active students. Case describes the ways she overcame this with the help of a mentor and the leadership style of school's director.
Expected learning outcomes
To understand the importance of socialization (orientation) in establishing person-job and person-organization fit; to examine socialization (orientation) as an outcome and as a process, formal and non-formal types of it; to understand the difference in behaviour change tactics: behaviour modification and socialization; and to understand the forms of teacher education – pre-service and in-service training.
Supplementary materials
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Ralf Müller, Marie-Andrée Caron, Nathalie Drouin, Jon Lereim, Raimonda Alonderienė, Alfredas Chmieliauskas, Saulius Šimkonis and Raminta Šuminskienė
This study identifies the various governance dimensions for environmental, social and governance (ESG) implementations, including reporting. Subsequently, it investigates the…
Abstract
Purpose
This study identifies the various governance dimensions for environmental, social and governance (ESG) implementations, including reporting. Subsequently, it investigates the governance structures in place to steer these dimensions in project-based and project-oriented organizations.
Design/methodology/approach
A systematic literature review identifies 11 organizational governance dimensions for ESG implementations, followed by a conceptual mapping of these dimensions to the most likely governance structures being set up for their implementation (i.e. single-level, multi-level and polycentric governance).
Findings
Eleven governance dimensions are identified and categorized under (1) organizational settings, (2) ESG strategy and (3) implementation. The conceptual mapping of these dimensions against the governance structures for their implementation identifies an inverse relationship between the governance level in the organizational hierarchy and the complexity of governance structures needed for steering these dimensions. The paper suggests a variety of context-dependent governance structures and contributes to the governance literature on the interface between projects and their parent organizations.
Research limitations/implications
Academics benefit from an organization-wide model and the first taxonomy on the relevant governance dimensions for ESG implementation and reporting projects, thus a first approach to theorizing the governance of ESG implementations.
Practical implications
The results are of value for practitioners by allowing them to understand the diversity of dimensions and the structural implementation of ESG and its reporting.
Social implications
One of the first studies to address governance of ESG implementation and reporting across intra-organizational boundaries between the permanent and the project-based parts of the organization. This provides for organization-wide improvements in the governance toward the UN Sustainability Goals.
Originality/value
The paper investigates the under-researched link of governance implementations from the corporate level to individual projects in the context of ESG implementations, including reporting.
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Jurga Duobiene, Solveiga Buoziute-Rafanaviciene and Raimonda Alonderiene
Abstract
Details
Keywords
Raimonda Alonderiene and Modesta Majauskaite
Although leadership is found to have impact on the followers’ attitudes and performance there is a gap in leadership studies in HEIs, especially having Lithuania in mind. The…
Abstract
Purpose
Although leadership is found to have impact on the followers’ attitudes and performance there is a gap in leadership studies in HEIs, especially having Lithuania in mind. The purpose of this paper is to study the impact of leadership style on job satisfaction of faculty in higher education institutions (HEI).
Design/methodology/approach
In order to investigate before mentioned problem, the representative quantitative empirical research was conducted in 2013. It includes 72 faculty members and ten supervisors from Lithuanian public and private universities. The survey was conducted to check how leadership styles of supervisors influence faculty job satisfaction and compare the opinion of supervisors and subordinates.
Findings
The empirical research revealed significant positive impact of leadership style on job satisfaction of faculty where servant leadership style has been found to have the highest positive significant impact on job satisfaction of faculty while controlling autocrat leadership style has the lowest impact.
Research limitations/implications
There are several implications for further research. It can be expanded whether geographically (e.g. comparative analysis in different countries) or institutionally (e.g. in other educational institutions, such as schools or pre-schools).
Practical implications
Practical implications reveal that supervisors have the power to increase the levels of job satisfaction of their faculty members, by defining their role as a leader, demonstrating certain leadership behaviors.
Originality/value
This survey covers the area which lacks academic research, namely, the impact of leadership on HEI faculty. Previous leadership studies in HEI focus on particular leadership style demonstrated (van Ameijde, 2009), the impact of leadership on culture (Asmawi et al., 2013), organizational effectiveness (Siddique et al., 2011) and other factors. However, very few of them (one of the examples is the study of Webb, 2009 in USA) investigate the direct managers’ leadership style and faculty job satisfaction. Besides, the previous surveys have not covered as many leadership styles as this one does.
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The paper aims to analyze the relationship between managers' informal learning and their job satisfaction in Lithuanian small and medium‐sized enterprises (SMEs).
Abstract
Purpose
The paper aims to analyze the relationship between managers' informal learning and their job satisfaction in Lithuanian small and medium‐sized enterprises (SMEs).
Design/methodology/approach
The methodology of the survey has been developed in respect to the ideas on informal learning and job satisfaction. The questionnaire on informal learning factors was developed by the author. Also, the adapted Minnesota Satisfaction Questionnaire was used. A representative sample of 173 SMEs managers in Lithuania was surveyed.
Findings
The paper reveals the relationship between managers' informal learning and their job satisfaction in Lithuanian SMEs. Informal learning factors not only correlate with but also have an impact on job satisfaction. The survey findings correspond to similar surveys carried out in other countries.
Research limitations/implications
The research could be replicated in large organizations as well as in other countries to confirm or deny the relations established in this survey.
Practical implications
Understanding and managing informal learning factors can help improve job satisfaction in Lithuanian SMEs.
Originality/value
The clarified concept of informal learning is presented. Also, the systematized set of informal learning factors is introduced and tested empirically.