Search results

This paper aims to develop a short form of the Inventory of Organizational Learning Facilitators (IOLF) by using the same factors as the long form to test the equivalence between two language versions (English and French) and to explore executives’ attitudes toward organizational learning (OL).

The structure of the long-form IOLF is based on five factors found in previous work: knowledge acquisition and transformation; OL culture; learning-focused leadership; OL support; and strategic management of new knowledge and learning. Two surveys of Canadian Federal Government executives assessed their perception of OL facilitators, organizational commitment, cynicism and intention to leave the organization. Correlational pattern analysis, conducted after confirmatory factor analyses, assessed the equivalence of the two language versions.

The short-form IOLF replicated the factor structure of previous work and demonstrated satisfactory internal consistency. Correlations showed equivalence between and across languages. Significant correlations with outcome variables, albeit in a cross-sectional design, supported predictive validity.

This conceptually valid instrument can be adapted to English- and French-speaking populations. It can test hypotheses about the relationship between OL facilitators and individual, collective and organizational outcomes. The findings stem from self-report data in a cross-sectional design and require further research.

The short-form IOLF can quickly identify areas for improvement and monitor the evolution of an organization’s learning abilities.

This quick, efficient tool assesses OL context and can indicate factors likely to influence OL. This study offers empirically driven insights into conditions that influence executives’ attitudes.

This study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive for them.

Real-life coaching (N₁ = 110) and training (N₂ = 176) processes with students as clients were examined, measuring the students' needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training.

The results show that university students with a higher autonomy need had this need fulfilled to a greater extent through coaching, while university students with a higher competence need had this need fulfilled to a greater extent through training.

The research focused on university students and was conducted at German-speaking universities, so it is unclear to what extent the findings are transferable to other contexts. In addition, future research is needed to further compare other personal development tools, such as mentoring or consulting.

The results depict the relevance of the most appropriate personal development tool (coaching or training) depending on students' needs. Furthermore, coaches should be autonomy-supportive, while trainers should be competence-supportive.

Supporting students with the most appropriate personal development tool is essential for the effectiveness of this tool. Thus, the personal development tool used should reflect students' needs: students with a high autonomy need should receive coaching, while students with a high competence need should receive training.

The purpose of this paper is to explore how ethnicity remains relevant to the workplace experience of minority ethnic graduate employees in contemporary British organizations.

Qualitative interviews were conducted with 30 British Black Caribbean graduate employees drawn from a range of public and private‐sector organizations to examine the ways in which they felt their ethnicity impacted on how they experienced their places of work. Template analysis was used to analyse the data.

The paper finds that racial discrimination, social class and ethnic identity were key elements of the way in which ethnicity was experienced by these minority ethnic graduate employees. The paper discusses the differing ways racial discrimination is experienced and conceptualized in contemporary British organizations; and highlights the ways in which social class may play a role in how a group of (largely) working class minority ethnic graduates progress their careers in (largely) middle class organizational environments. Presented for the first time is a theory on the key facets of the ways ethnic identity might be experienced at work.

Further research would be required to see if the findings are replicated with graduates from other minority ethnic groups.

The paper provides insights into ways in which majority and minority ethnic employees may experience organizations differently.

This paper provides some new insights into the role of ethnicity at work. It also attempts to address some of the issues with organizational psychological research on ethnicity at work identified by Kenny and Briner.

Women are dramatically under‐represented in upper level managerial positions. Although they comprise about one‐third of all managers and professionals in the work‐force (Hellwig, & Tedeschi, 1986), women seem to confront a “glass ceiling” when they seek high level managerial positions. According to a recent survey of the 1,000 largest companies in the United States, less than 4% of their upper level managers are female (“Ten years later”, 1990). A more subtle problem, but one of equal concern, is the way in which women who do achieve managerial positions may be treated. There is good evidence to suggest that, relative to their male counterparts, many female managers encounter serious problems in areas such as pay, prestige of their positions, and evaluations of their abilities and performance (see, for example, Mount, & Ellis, 1989; Wittig, & Lowe, 1989).

This study compares the impact of three drivers of sustainability behavior (perceived quality, social influences, and online education) and three transformative mediators (price value, attitude, and environmental knowledge) in influencing green buying behavior in a developed versus a developing country.

Data was collected through a self-administered online survey in the United States (n = 195) and in Brazil (n = 209). The hypothesized model was tested using structural equation modeling software. Multi-group analysis was conducted to compare the impact of drivers and mediators on consumers' intention and willingness to buy green products and services between the two country groups.

The direct effects of price value, attitude, online education, and environmental knowledge, together with the indirect effects of perceived quality, social influence, and online education explain a significant amount of variation in driving consumer sustainability behavior in both countries. Differences between countries indicate that cultural and country's level of economic development moderate some relationships in the model. Affordable prices and social influences are stronger in Brazil.

Organizations must educate consumers on relevant socio-ecological issues and communicate the positive aspects of their sustainable offerings as a proactive way to change consumers' attitude toward sustainability behavior, while recognizing the influence of family and friends in collectivist societies and price value in emerging markets.

This study is unique in drawing from three theories of green buying behavior and for empirically demonstrating the importance of distinct drivers and mediators under the context of countries in different stages of economic development (developed and developing). It provides a more global perspective on the topic and highlights the influential power of the key transformative mediators in the model.

Ethnographers, as tools of data collection, are uniquely positioned in a paradoxical relationship between intense immersion and objective distance from research and participants. This relationship can be particularly intense when researching hidden or marginalized communities in violent contexts. Yet, the emotional consequences of research on the researcher are rarely discussed and little literature exists. When emotions in research are revealed, researchers can be confronted with stigma surrounding issues of subjectivity, “going native” and implications of failed research. This paper seeks to address these issues.

Drawing on research from Lee, Hume, and Nordstrom and Robben, this article presents a reflexive analysis of the author's ethnographic PhD experience. It examines the transformation undertaken to adapt and cope with in‐depth research with vulnerable groups in dangerous environments. It also explores the post‐fieldwork transition and consequences of post‐traumatic stress syndrome which were viewed as the author's feet of clay, or possible weakness which could derail or even invalidate the research.

This article delineates the risks of emotional trauma in ethnographic research, and outlines the symptoms of post‐traumatic stress syndrome and secondary trauma in order to facilitate their identification in future researchers.

The practical implications of this paper are to raise awareness about the emotional consequences of research and revealing how essential it is that awareness be included in the training of future researchers.

The paper aims to raise awareness about the acute emotional consequences of conducting research with marginalized populations in violent contexts. It specifically looks at the insider/outsider position, highlighting those isolating affects which can lead to post‐traumatic stress syndrome. It aims to reveal the attitudes within academia which tend to hide emotional struggles in research.

The purpose of this study is to examine the mediating role customer orientation plays in the relationship between service employees’ personality and their perceived experiences of customer incivility.

Service workers from a variety of industries were recruited from an online panel service and asked to complete a self-report on-line questionnaire (n = 253). PLS structural equation modeling was used to test the research hypotheses.

Service employees who are high in agreeableness and core self-evaluations are more customer-oriented and, as a result, report fewer customer incivility experiences. Disagreeable and neurotic service employees are more likely to be selling-orientated, but this was unrelated to customer incivility.

The results are limited because all data are self-report. However, the findings suggest that personality and customer orientation influence employees’ customer incivility experiences.

Service jobs can be stressful, in part, because employees have to deal with rude and abusive customers. However, little is known about the antecedents to customer incivility from the perspective of the service provider. The present study bridges this gap and provides an understanding of the mechanisms by which targeted employees’ personality characteristics and customer-oriented behaviors influence their experiences of customer incivility. The results suggest two possible pathways to reduce employees’ customer incivility experiences including selection and training activities to develop a high core self-evaluation and more customer-oriented behaviors.

Killing Eve (BBC 2018–2022) has been hailed as a feminist television show. Its cinematic production values call upon a history of espionage on screen, encompassing international intrigue and glamorised hyperviolent action sequences. Is this violent aesthetic a cathartic reference to newly visible feminist discourse or are we just being sold a new version of old fantasies?

In this chapter Killing Eve is examined in relation to a history of violent women spies on screen, from Emma Peel (The Avengers 1961–1969) to Sydney Bristow (Alias 2001–2006). While Villanelle (Jody Comer) appears to present an amoral account of postfeminist ‘empowerment’, Eve (Sandra Oh) carries echoes of second-wave feminist concerns with community, morality and ethics. With each season the differences between Villanelle and Eve unravel, raising questions about what constitutes ‘quality’ television and how that might intersect with old-fashioned ideas about women's liberation. While the show depicts each character as ‘liberated’ in some respects, they are both entangled in corporate nets which repeatedly put them in danger and pull them back into violence as a form of labour.

This study investigates the antecedents and outcomes of cognitive trust during the expansion phase in buyer–supplier relationships. It takes a global approach and examines cultural nuances between developed nation and emerging market firms by including participants from the United States, China, and Brazil. The results demonstrate the importance of trust in building social capital and the central role which trust plays in shaping business relationships in all studied cultural contexts. There are similarities and differences across countries. Results support relationship marketing theory by demonstrating the importance of conflict resolution, communication frequency, and social bond in building buyer–supplier relationships in the United States, which in turn increase cooperation between partners. Results also indicate that in China, social bond plays a much greater role in building trust, which in turn increases cooperation only to the extent that it serves as a mechanism to secure committed relationships. In Brazil, results show that conflict resolution is the most important factor in building trust. It also mediates the relationship between communication frequency and trust, as well as drives cooperation positively. Overall, trust is found to influence exchange of confidential communication and increases commitment between partners in all three countries.