Ashly Pinnington, Hazem Aldabbas, Fatemeh Mirshahi and Tracy Pirie
This study aims to investigate the relationship between different organisational development programmes (360-degree feedback; Coaching; Job assignment; Employee assistance…
Abstract
Purpose
This study aims to investigate the relationship between different organisational development programmes (360-degree feedback; Coaching; Job assignment; Employee assistance programmes; On-the-job training; Web-based career information; Continuous professional development; External education provision) and employees’ career development. The implications of the moderating effects of gender on the relationships between these eight organisational programmes and career development are assessed.
Design/methodology/approach
To examine hypothesised relationships on eight organisational programmes and career development, this paper computed moderated regression analyses using the PROCESS macro (3.5), for a two-way analysis of variance (Hayes, 2018). The data collected are based on a survey sample of employees (n = 322) working in Scotland.
Findings
Two main findings arose from this empirical study. First, there are significant direct relationships between seven out of the eight organisational development programmes and their influences on employees’ career development. Second, gender is a significant moderator for four of the programmes’ relationship with career development, namely, coaching, web-based career information, continuous professional development and external education provision. However, gender failed to moderate the four other programmes’ (i.e. 360-degree feedback, job assignment, employee assistance programmes and on-the-job training) relationship with career development.
Originality/value
This paper concludes that closer attention should be given to the organisational design of these development programmes and consideration of potential gender differences in employees’ perception of their importance for career development in their organisation. To date, the majority of research in the literature has concentrated on the impact of training on career development, so this study contributes to the body of knowledge on a set of organisational development programmes and their effect on career development moderated by gender.
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Ashly H. Pinnington, Hazem Aldabbas, Fatemeh Mirshahi and Mary L. Brown
This study investigates the relationship between women’s networks perceptions and job satisfaction. It also examines the mediating effects of perceived organizational support…
Abstract
Purpose
This study investigates the relationship between women’s networks perceptions and job satisfaction. It also examines the mediating effects of perceived organizational support (POS) for women’s work contributions on the relationship between networks perceptions and job satisfaction.
Design/methodology/approach
The participants are female employees working in Scotland (n = 247). The data were collected using a survey questionnaire. PROCESS macro (model 4, Hayes, 2018) was used to test the proposed model.
Findings
The results revealed that (controlling for work time, age and sector) there is a significant relationship between women’s networks perceptions and job satisfaction. In addition, POS for women’s work contribution mediates the relationship between networks perceptions and job satisfaction. These findings show the significant effects of networks perceptions on employees’ job, satisfaction directly and through POS for women’s work contributions. Therefore, understanding the networks perceptions of employees and organizational factors will assist in improving job satisfaction.
Originality/value
This study is unique for examining the role of POS for women’s work contribution in the relationship between employees’ networks perceptions and job satisfaction. It addresses gender inequality in the workplace in terms of women’s career advancement and job satisfaction. In addition, this research offers insight into the development of a seven-item measurement scale related to networks perceptions.
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The management of children′s literature is a search for value andsuitability. Effective policies in library and educational work arebased firmly on knowledge of materials, and on…
Abstract
The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.