Ipek Kocoglu, Gary Lynn, Yunho Jung, Peter G. Dominick, Zvi Aronson and Pamela Burke
The purpose of this paper is to expand our understanding on team listening by incorporating an action component. The authors empirically test the effect of this expanded concept…
Abstract
Purpose
The purpose of this paper is to expand our understanding on team listening by incorporating an action component. The authors empirically test the effect of this expanded concept, namely team action listening on team success, and investigate how team commitment moderates the relationship between team trust and team action listening.
Design/methodology/approach
The authors explored listening in teams in the field and in the lab, both qualitatively and quantitatively, through studying 474 team members representing 100 teams. The authors tested the hypotheses by structural equation modeling augmented with in-depth team interviews.
Findings
The findings showed that: teams demonstrate that they listen by taking action, teams that exhibit action listening are more successful, there is a direct relationship between team trust and team action listening and team commitment negatively moderates this relation in larger teams.
Practical implications
Managers should encourage taking action in team discussions. Yet, they should be wary of the detrimental effects of team commitment to team action listening particularly in teams with high trust. Commitment increases the risk of groupthink and decreases the participation to team discussions and listening. In particular, managers may benefit from keeping the team smaller, as in large teams, commitment suppresses the relationship between trust and team action listening.
Originality/value
This study extends research on team listening by adding the action aspect that distinguishes successful teams. It is one of the first to investigate the interrelationships between team trust, commitment, team action listening and success in teams.
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In human resource development (HRD) doctoral programs, advanced statistics training (AST) is crucial for certain students, depending on their research interests and career goals…
Abstract
Purpose
In human resource development (HRD) doctoral programs, advanced statistics training (AST) is crucial for certain students, depending on their research interests and career goals. However, mandating AST for all students could be inimically consequential to some students’ academic and professional success. Such requirement risks misallocating valuable time and resources, potentially diverting students from the areas where their intellectual strengths and research ambitions could flourish most effectively. Therefore, the purpose of this study is to conceptually investigate AST requirement for HRD doctoral students and call for an empirical investigation to address the research gap. Indeed, aligning training with students’ diverse needs could enhance their preparedness for future academic and career challenges.
Design/methodology/approach
This is a conceptual study examining the necessity of mandating AST for all HRD doctoral students.
Findings
Many HRD doctoral programs design their curricula based on the caprices of academic leaders rather than empirical evidence, creating a disconnect between doctoral students’ academic strengths, career goals, and the training they receive. As a result, this misalignment may produce mediocre ambidextrous researchers ill-equipped to meet their future research needs and employer expectations. A rigid one-size-fits-all approach in doctoral education fails to leverage students’ intellectual strengths, potentially hindering their development as specialized experts capable of contributing meaningfully to the evolving demands of the HRD field and its practitioners. Therefore, the HRD doctoral curriculum should be informed by data-driven insights to ensure relevance and efficacy.
Originality/value
Despite its profound and far-reaching implications for students, educational institutions, and employers, no empirical study has examined this nuanced issue within the HRD discipline. In contrast, extensive research in cognate disciplines has explored the necessity of AST and its impact on diverse student outcomes. This study makes a unique contribution to the HRD field by addressing a critical gap in the literature and proposing a bifurcated approach specifically designed for HRD doctoral students. This proposed novel framework could inform curriculum design and better align training with the evolving needs of emerging scholars and the broader HRD community.
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Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some…
Abstract
Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.
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The purpose of this paper is to describe and analyse the significance of the incidence of female principals in the urban sector of Eretz Israel, against the background of growing…
Abstract
Purpose
The purpose of this paper is to describe and analyse the significance of the incidence of female principals in the urban sector of Eretz Israel, against the background of growing Jewish society, through the prism of which we can view the development of modern Hebrew education during the waning Ottoman rule.
Design/methodology/approach
In addition to the archival material, contemporary newspapers provided an important source, as did memoirs of prominent people that, to some extent, filled in the “gaps”, more on the running of the schools and less on the activities of the four principals.
Findings
A survey of the archival material reveals that the four women share biographical elements, their talents, personalities and education obtained abroad, style of school leadership and organization, not to mention their moral contribution to the education of girls in Eretz Israel.
Practical implications
One may point to other fields in which women began to play a more prominent role, based on European training and experience. For instance, in medicine and a modern approach to midwifery, From 1900, modern trained female doctors, nurses and midwives began to be employed in hospitals and private practices around the country, helping to radically reduce childbirth fatalities and allowing women to consult a woman practitioner where before they had been unwilling to expose themselves to men. Although a direct link between the earlier presence of female educational administrators and the entry of women doctors may be difficult to establish, the atmosphere had certainly begun to change.
Social implications
From that period on, during the British Mandate, and after the creation of the State of Israel, immense changes have been instituted. One can view the seeds of these changes as, at least in part, having been planted by the pioneering work of our four women. There were far reaching developments in the conception of female management from the time of the Ottoman rule through the period of the British Mandate.
Originality/value
This research shines a light on a forgotten world and pursues a phenomenon not yet revealed in Zionist historiography − the running of girls’ schools by women in the Jewish community, under the dying Ottoman regime. The study allows us a deeper insight into the historical educational processes that fashioned the profession of head teachers, via pioneering female principals. Female administration in a patriarchal society, with a hegemonic male orientation that placed man at the centre and woman as secondary, faced these problems, obstacles and opposition. Women who were appointed to run schools had to justify their position by imitating the “masculine” style of management and to carry out their work − both pedagogical and administrative − without organizational, social or emotional support. They suffered opposition, internal (their male teaching staff) and external (from patrons and the religious community) and the need to respond to their criticism.
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Karin Weber, Beverley Sparks and Cathy H.C. Hsu
This study aims to analyze the joint effects of where a service failure occurs and who witnesses it, with a specific focus on Chinese consumers who have varying levels of…
Abstract
Purpose
This study aims to analyze the joint effects of where a service failure occurs and who witnesses it, with a specific focus on Chinese consumers who have varying levels of acculturation.
Design/methodology/approach
A 4 × 2 × 2 between-subject factorial design was used, where social presence and the location of the service failure were manipulated and acculturation was measured. Data were collected in Australia and China to contrast perceptions and behavioral responses of Chinese – Australians and Mainland Chinese by drawing on samples of 224 and 264 respondents, respectively.
Findings
Results showed significant differences in face, satisfaction and repeat purchase intention ratings following a service failure between Chinese – Australians and Mainland Chinese, as well as among Chinese – Australians with different acculturation strategies. Contrary to expectations, results established that where and with whom a service failure is experienced prominently affect consumer behavior regardless of the acculturation level.
Practical implications
An understanding of the effect of acculturation on a service failure situation is crucial for businesses to successfully compete in a continuously globalized world where migration produces multicultural societies and short-term travel tends to significantly change demands on service provision.
Originality/value
This research presents one of the first studies that go beyond the traditional East/West consumer distinction in studying service failure. This study analyzes the effect of acculturation by itself and together with other variables of interest.