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This study examines the link between vacations, parental leave and voluntary turnover among Canadian organizations in the Information and Communications Technology (ICT) sector.

The empirical analysis is carried out using firm-level data sourced from a survey that was completed by HR managers of 125 ICT firms operating in the province of Quebec (Canada).The organizational voluntary turnover rate was used and was obtained by dividing the number of employees who voluntarily quit an organization within the last year by the total number of its employees. Based on ordinary least squared estimates, results were generated by regressing voluntary turnover rate on vacation and parental leave.

Vacation, operationalized as the average number of annual vacation days, is negatively and significantly associated with the voluntary turnover rate of the ICT organizations surveyed. Parental leave, operationalized as the percentage of salary reimbursed during parental leave, does not significantly reduce voluntary turnover in the ICT organizations surveyed.

In light of the results of this study, if organizations in the ICT sector, in Canada or abroad, desire to reduce voluntary turnover, compensating employees through the use of additional vacation days appears to be a viable approach.

This research constitutes an empirical test of the link between turnover and two compensation practices adopted by firms. To our knowledge, there is no prior scientific evidence on that subject in the Canadian ICT sector.

The purpose of this paper is to examine the impact of three training indicators, namely offer, participation and cost, on three firm outcomes, namely voluntary turnover, firm performance and profit.

The empirical analysis is carried out using firm-level data sourced from a Canadian national data set. In total, data from 5,237 for-profits firms with ten employees or more were analyzed longitudinally over eight years. Results were generated by XTREG fixed effect longitudinal analyses between the three variables of training, voluntary turnover, firm performance and profit.

Training offer, operationalized as the number of different formal training programs offered annually by an employer, significantly decreases voluntary turnover while it significantly increases performance and profit. Training participation, operationalized as the percentage of employees receiving training per year, has a significant positive impact on voluntary turnover. Training cost, operationalized as the annual cost of training per employee, has no impact on the three firm outcomes.

Among the various human resource practices a firm can use to strengthen its human capital, training can have a significant impact of its own. Investing in a diversified training offer brings value to a firm by decreasing employee voluntary turnover while increasing firm performance and profit.

This research contributes to the strategic impact of organizational training, demonstrating the impact of training on key organizational outcomes over time. Further, this paper contributes to the empirical literature by making a distinction between voluntary and involuntary turnover. Last, even though this study does not entirely addresses the problem of possible reverse causality, using longitudinal objective data, this study addresses several limits of past research at the macro-level of analysis.

The purpose of this paper is to investigate the effect of two instrumental organizational attributes (innovative perks and training) and one symbolic organizational attribute (ethics) on applicant attraction.

Using a sample of business undergraduates in their final year (n=339) and a policy-capturing approach, the authors tested a 2 (absence/presence of innovative perks) ×2 (few/many training opportunities) ×2 (ethics is not very important/is important) quasi-experimental design using ANCOVA.

In regard to main effects, results show that all attributes have a significant effect on applicant attraction, the “ethics” organizational attribute having the strongest direct effect followed by “training” and then “innovative perks.” In regard to all interaction effects, findings are only significant for two two-way interaction effects: “innovative perks×training” and “innovative perks×ethics.” Specifically, results indicate that offering innovative perks only had a positive and significant effect on applicant attraction when: a firm offered few training opportunities and ethics was important for the firm.

This study compared three key organizational attributes where most studies only tested one. Understanding which organizational attributes have the greatest influence on potential candidates’ attraction can help organizations optimize recruiting. The results suggest that developing an organizational brand that focuses particularly on ethics and training constitutes a winning recruitment strategy. This experiment is the first to provide causal conclusions on the relationship between innovative perks and attraction.

This paper examines differences in the level of job satisfaction reported by union workers and non‐union employees. There is a strong belief in the literature that union status reduces job satisfaction. Based on different national probability samples, previous studies have generally failed to adequately control for differences in working conditions between the two sectors while studying the impacts of unions on job satisfaction. Union workers generally have a poorer working environment. The negative relationship reported between union status and job satisfaction might only reflect this differential if differences in working conditions are not taken into account. Using a large representative sample of 3,352 workers from the Canadian General Social Survey of 1989, this study replicates previous econometric specifications. The results of ordered‐probit regression show a negative relationship between union status and job satisfaction, but as expected, this relationship disappears when an adequate control for differences in working conditions is applied. It is concluded that union status is not negatively associated with job satisfaction in Canada.

This study seeks to investigate whether gender and managerial status act as significant correlates of participation in voluntary training.

This theoretical foundation rests on human capital and systemic discrimination theories. Data come from the computerized records of a bank's employees.

Results show that both gender and managerial status have a differential impact on participation in voluntary training: women participate more than men and managers' participation is higher than non‐managers' participation. Also, individual characteristics and productivity‐related variables impact differently on participation by gender and managerial status.

The results showed that the probability of participating in voluntary training varies according to gender and managerial status. This probability is explained in particular by the differential effect produced by the individuals' productivity‐related characteristics (age, schooling, organizational tenure and part‐time status) according to gender and managerial status.

The purpose of this paper is to answer the following two questions: What are the HRM practices that have a significant impact on employees’ functional retention?, and Does the impact of these HRM practices on functional retention differ based on the employee’s status as an expert or a non-expert? Our theoretical foundation rests on human capital theory and social exchange theory.

This study uses longitudinal data that come from multiple surveys conducted on new employees within a Canadian subsidiary of an international information technology (IT) firm.

Results show that four out of five HRM practices under study have a significant and positive impact on functional retention of employees regardless of their expert status: satisfaction with a respectful and stimulating work environment, satisfaction with training and development, satisfaction with innovative benefits and satisfaction with incentive compensation significantly increase functional retention of employees. Functional retention was found to be higher for experts than for their non-expert counterparts. Last, results show that expert/non-expert status play a moderating role between HRM practices and functional retention.

In short, this study offers five main contributions to the literature: first, it focuses on retention rather than turnover; second, it goes further by examining functional retention as the dependant variable; third, it distinguishes between two categories of employees: experts and non-experts; fourth, it extends the limited literature on IT workers, HRM practices and retention; and fifth, it is based on longitudinal data whereas the overwhelming majority of published studies have been based on cross-sectional data.

This study aims to determine the effect of individual and group variable pay plans on pay satisfaction among Canadian workers from six occupational groups.

Theoretical foundations rest on the discrepancy model of pay satisfaction and equity theory. Canadian national data from the Workplace and Employee Survey (WES) were used to test the hypotheses.

The results show that individual and group variable pay plans act differently on workers’ pay satisfaction. For individual pay plans, being eligible for a variable pay plan, and thereby having one's performance rewarded, has no effect on pay satisfaction. Workers on variable pay plans are more satisfied with their pay only when they receive performance‐dependent payouts. In short, they want to be rewarded not only for performance but also for effort. For group pay plans, not receiving payouts has no negative effect on pay satisfaction. In contrast, receiving payouts creates pay dissatisfaction. Individual and group plans have a distinct effect on pay satisfaction by occupational group.

Managers can make informed decisions regarding the adoption of variable pay plans and their implementation.

This study sheds light on the link between variable pay and pay satisfaction. It improves our understanding of the mechanism by which variable pay affects pay satisfaction: the effort – performance – pay link (i.e. risk and perceived fairness of the allocation).

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

For many undergraduates about to be unleashed onto the world of employment, one would imagine they will have fairly standard ideas of the kind of employer they would like to work for: one that pays its staff well, one that will invest in their careers, and one that will offer some fringe benefits as well. Indeed, prospective employers will put the metaphorical red carpet out when recruiting, either by hiring fancy hotels for the initial interview rounds, or by showing potential employees around the very best bits of their offices.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The study examines how late adolescents use the resources embedded in their social network to obtain the information and support they need to do their homework. A particular attention is paid to how social network sites (SNSs) are used and perceived by late adolescents for academic help seeking.

This qualitative study uses in-depth interviewing and critical incident technique. An egocentric approach to Social Network Analysis is also employed to examine the core social network of each participant.

Most adolescents had a solid personal social network but did not always fully take advantage of the resources embedded in it for schoolwork. Availability was the most important criteria for deciding who to approach. SNSs were often used to obtain the help they needed, although phone calls and in-person visits were considered more efficient in certain situations.

This study draws on a small purposive sample that may limit generalization. This research contributes to our understanding of the resources late adolescents have access to within their core social network, the way they take advantage (or not) of these resources for schoolwork, and the role SNSs play in the process. Findings have implications for services that educators and school librarians should provide to support the educational needs of late adolescents.

This study contributes more generally to our understanding of late adolescents’ use of people as primary sources of information to complete school-related homework.

This study aims to develop immersive scenarios (immersive videos) to foster generalization of learning while addressing social cognition, a factor associated to violence in schizophrenia. The authors sought to develop immersive videos that generate a sense of presence; are socially realistic; and can be misinterpreted and, if so, lead to anger.

A multiphase mixed method was used to develop and validate the immersive scenarios. The development phase consisted of preliminary interviews and co-design workshops with patients (n = 7) and mental health practitioners (n = 7). The validation phase was conducted with patients (n = 7) and individuals without mental disorders (n = 7).

The development phase led to the creation of five scenarios (S1, S2, S3, S4, S5); they included social cues which could lead to self-referential and intentional biases. Results of the validation phase showed that all scenarios generated a sense of presence and were considered highly realistic. Three scenarios elicited biases and, consequently, moderate levels of anger (annoyance).

Immersive videos represent a relevant and accessible technological solution to address social-cognitive domains such as self-reference bias.

No intervention using immersive technologies had been developed or studied yet for individuals with schizophrenia at risk of violence in secure settings. This project demonstrated the feasibility of creating immersive videos which have relevant attributes to foster generalization of learning in the remediation of social-cognitive deficits.