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Статті в журналах з теми "Interpersonal workforce":
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Goby, Valerie Priscilla, Catherine Nickerson, and Emily David. "Interpersonal communication and diversity climate: promoting workforce localization in the UAE." International Journal of Organizational Analysis 23, no. 3 (July 13, 2015): 364–77. http://dx.doi.org/10.1108/ijoa-09-2014-0796.
Анотація:
Purpose – This paper aims to identify the rudiments of an organizational communication framework which can serve as a facilitator of a positive diversity climate, which, in turn, could enhance the integration of locals into the expatriate-dominated workforce of the United Arab Emirates (UAE). As UAE citizens constitute a small minority of the workforce, the local style of communication is not, ipso facto, the dominant one in organizations. Design/methodology/approach – The study elicited 458 Emirati respondents’ narratives of positive and negative workplace communication experiences. The authors identified emerging themes to highlight the key features of interpersonal interactions likely to foster or hinder a supportive diversity climate. Findings – The critical incidents reported are interpreted in terms of UAE cultural traditions, more specifically, the communication patterns valued by local workers. Research limitations/implications – Outside of the Arabian Gulf, there are perhaps no other national workforces that are so multicultural that local communication strategies are overshadowed. This research is, therefore, a pioneering attempt to re-establish a preference for indigenous communication practices to facilitate the workforce localization policies that are present in many Gulf countries. Practical implications – The communication preferences identified could inform the implementation of an organizational communication model centered around indigenous communication preferences, including the communication strategies that would be most effective for organizational leadership to use. At the same time, this could contribute to the creation of a positive diversity climate that, in turn, could decrease levels of attrition among Emirati employees and enhance workforce localization. Originality/value – This study represents an innovative attempt to construct a communication model around which a positive diversity climate can coalesce and, in so doing, it serves as an initial contribution to the management of diversity within the context of Arabian Gulf workplaces.
2
Pozharskaya, Elena, Ludmila Shukshina, and Nelya Deberdeeva. "Interpersonal relationships and sociallypsychological climate in the workforce." Theoretical and practical aspects of Management, no. 11 (November 2020): 216–25. http://dx.doi.org/10.46486/0234-4505-2020-11-216-225.
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Yasmeen, Aiza, Mansoor Ahmad, Muhammad Mustafa Raziq, and Muhammad Laeeq Khan. "Structural empowerment, cultural diversity, and interpersonal conflict: Evidence from international NGOs in Pakistan." International Journal of Cross Cultural Management 20, no. 2 (February 13, 2020): 125–39. http://dx.doi.org/10.1177/1470595820904391.
Анотація:
This article examines the relationship between structural empowerment and interpersonal conflict. We examine whether this relationship is moderated by cultural diversity. Although there is some understanding of conflicts in an organization, there is little understanding concerning how conflicts may arise because of structural empowerment. We propose that structural empowerment is positively associated with interpersonal conflict and that this relationship is contingent upon cultural diversity. We draw on survey evidence from 351 employees of international nongovernmental organizations in Pakistan. Our results reveal significant positive relationships among cultural diversity, structural empowerment, and interpersonal conflict and show that where the organization is characterized by a high cultural diversity, the relationship between structural empowerment and interpersonal conflict is stronger, and vice versa. We contribute by offering the first of empirical evidence on the issue using the collectivist context of Pakistan and further extending the research scholarship by offering a contingency of cultural diversity to the structural empowerment and interpersonal conflict relationship. Our study suggests for the managers, a clearer understanding of the roles and responsibilities of the workforce as well as developing a proper socialization process through which a conducive environment for the culturally diverse workforce can be developed.
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Hedrick, Jason A., Greg Homan, and Jeff Dick. "Analysis of Workforce Skills in High School Graduates: Self Report of High School Seniors in Northwest Ohio." Journal of Youth Development 10, no. 1 (March 1, 2015): 119–31. http://dx.doi.org/10.5195/jyd.2015.424.
Анотація:
Analysis of workforce competencies at the conclusion of high school graduation are discussed in this paper. Researchers sampled over 875 graduating seniors from 16 high schools within six counties throughout Northwestern Ohio. Results highlight future career and educational goals of these young people and a self-report of skills based on the SCANS competencies and basic foundation skills. When evaluating Foundation Skills of Personal Qualities, Basic Skills, and Thinking Skills, students indicated highest ratings in Personal Qualities and overall lowest ratings in Basic Skills. A series of five Workforce Competencies were also evaluated, including Using Resources, Using Information, Using Technology, Interpersonal Skills, and Working in Systems. Highest ratings for Competencies were reported in Interpersonal Skills and lowest in Using Resources.
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van der Borg, Wieke E., Petra Verdonk, Linda Dauwerse, and Tineke A. Abma. "Work-related change in residential elderly care: Trust, space and connectedness." Human Relations 70, no. 7 (February 10, 2017): 805–35. http://dx.doi.org/10.1177/0018726716684199.
Анотація:
Increasing care needs and a declining workforce put pressure on the quality and continuity of long-term elderly care. The need to attract and retain a solid workforce is increasingly acknowledged. This study reports about a change initiative that aimed to improve the quality of care and working life in residential elderly care. The research focus is on understanding the process of workforce change and development, by retrospectively exploring the experiences of care professionals. A responsive evaluation was conducted at a nursing home department in the Netherlands one year after participating in the change program. Data were gathered by participant observations, interviews and a focus and dialogue group. A thematic analysis was conducted. Care professionals reported changes in workplace climate and interpersonal interactions. We identified trust, space and connectedness as important concepts to understand perceived change. Findings suggest that the interplay between trust and space fostered interpersonal connectedness. Connectedness improved the quality of relationships, contributing to the well-being of the workforce. We consider the nature and contradictions within the process of change, and discuss how gained insights help to improve quality of working life in residential elderly care and how this may reflect in the quality of care provision.
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Ivanova, Olga. "SOCIAL-DEMOGRAFICANDCULTURALDIVERSITYINTHE WORKFORCE: RISKS AND OPPORTUNITIES." Scientific Research of Faculty of Economics. Electronic Journal 9, no. 4 (December 28, 2017): 52–70. http://dx.doi.org/10.38050/2078-3809-2017-9-4-52-70.
Анотація:
Social-demographic and cultural diversityis an important trend in the modern labor market and has a significant impact on social and labor relations within heterogeneous groups. The research in this area has ambiguous results. Positive effects (opportunities) are associated with a diversity of knowledge, perspectives and approaches to problem-solving within the group, which stimulates creativity and creates a favorable environment for innovation. Negative effects (risks) arise as a result of segregation in the labor market, as a backfire to anti-discrimination measures, and as a result of intra-group conflicts that reduce the group performance and satisfaction with teamwork. Diversity can exist not only on the interpersonal (intra-group) level, but also on the intrapersonal level. Intrapersonal diversity that results from diverse life and professional experience contributes to the accumulation of human and social capital, boosts creativity, and helps individuals to interact effectively with other members of the working group.
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Aurangzeb, Kamleshwer Lohana, Nazia Bibi, Ishtiaq ur Rehman, and Shahida Habib Alizai. "IMPACT OF WORKFORCE DIVERSITY ON ORGANIZATIONAL CULTURE: A CASE OF UNIVERSITIES OF PAKISTAN." Humanities & Social Sciences Reviews 9, no. 3 (May 19, 2021): 433–41. http://dx.doi.org/10.18510/hssr.2021.9344.
Анотація:
Purpose of the Study: The present research was undertaken to determine the impact of workforce diversity taxonomy like diversity climate, value, organizational justice, and identity on various dimensions of organizational culture.
Methodology: A sample of 117 university teachers selected from the university and higher educational institutions in Pakistan. Convenient sampling techniques were used to collect the data through a Google survey, using workforce diversity.
taxonomy inventory and organizational culture questionnaire. Data analyzed by using a t-test to compare the mean scores of various dichotomized groups to see the effect of workforce diversity taxonomy on organizational culture with the help of the SPSS package.
Principal Findings: Results revealed that workforce diversity taxonomy like diversity climate, value, organizational justice, and identity significantly influenced organizational culture and its various dimensions. Perceived high and low respondents’ workforce diversity taxonomy differed significantly on organizational culture.
Applications of the study: This study can formulate strategies to improve workforce diversity in universities and higher educational institutions in emerging economies like Pakistan.
Novelty/Originality of this study: The present research contributes to the literature on perceived workforce diversity taxonomy and organizational culture in terms of autonomy, trust, communication, transparency, interpersonal relation, decision making, and overall organizational culture, particularly in university and higher educational institution’s teachers.
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Dogar, Muhammad Nadeem. "Breach of psychological contract: impact on workforce motivation and organizational sustainability." Emerald Emerging Markets Case Studies 10, no. 1 (January 2, 2020): 1–20. http://dx.doi.org/10.1108/eemcs-01-2019-0005.
Анотація:
Learning outcomes This case study aims to expect the following learning outcomes. A better understanding of the nature of a psychological contract being developed by employees in non-profit organizations, especially working in the areas of social development and the impact of this contract on employee commitment. Enhanced understanding of conflict of interest (personal versus public) in social development organizations and its implications. Identification of issues of task conflict versus interpersonal conflict and its impact on organizational functions. Identification of dynamics of exclusion of internal stakeholders from organizational strategic decision-making process along with its impact on organizational performance and sustainability. Devising a mechanism to avoid such conflicts in social development organizations, in particular, and organizations in general. Case overview/synopsis This case highlights five issues as follows: it identifies and discusses conflict of interest between privileged class possessing decision-making positions in the board of directors and implementers working at the grassroots level at ANMOL (a non-governmental organization working for poor girls education in Baluchistan-hub of China–Pakistan Economic Corridor); it discusses the basis for formulation of psychological contracts and impact of its violation on stakeholder’s commitment and motivation; it discusses the implications of difference of opinion of both stakeholders regarding organizational vision and possible drawbacks of converting task conflict into interpersonal conflict on individuals, organization and end-users; it explores implications of exclusion of key stakeholders from organizational decision-making and its impact on organizational smooth working and sustainability; and it suggests a mechanism to avoid conversion of task conflict into interpersonal conflict and smooth functioning of an organization. Hence, this case discusses theories of conflict of interest between top-leadership and workforce, psychological contract and implications of its breach on employee motivation and organizational sustainability in the context of social development organizations. Complexity academic level This case provides sufficient material to be discussed at master level courses (management sciences – master of business administration (MBA) level) such as human resource management (dynamics of psychological contract and conflict resolution), leadership and change management in social development organizations (social enterprises). Supplementary materials Teaching Notes are available for educators only. Subject code CSS 7: Management Science.
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Hansen, Anne, Zinta Byrne, and Christa Kiersch. "How interpersonal leadership relates to employee engagement." Journal of Managerial Psychology 29, no. 8 (November 4, 2014): 953–72. http://dx.doi.org/10.1108/jmp-11-2012-0343.
Анотація:
Purpose – The purpose of this paper is to examine organizational identification as an underlying mechanism for how perceptions of interpersonal leadership are related to employee engagement, and its relationship with commitment and job tension. Design/methodology/approach – A sample of 451 full-time employees at an international firm completed a web-based survey. Findings – Organizational identification mediated the relationship between perceived interpersonal leadership and engagement, which mediated the relationship between perceived interpersonal leadership and commitment. Engagement mediated the relationship between identification and job tension. Research limitations/implications – Limitations include cross-sectional data. Strengths include a large field sample. Implication is that leaders who encourage employees’ identification with the organization may also encourage their engagement. Practical implications – Interpersonal leadership characteristics can be developed, and are positively related to employees’ identification, commitment, and engagement, which are negatively related to job tension. Social implications – Interpersonal leaders are positively associated with employees’ engagement; high engagement has been related to positive employee health and well-being. A healthy workforce translates into a healthy society. Originality/value – This study is one of the few to examine the underlying mechanisms through which leadership relates to engagement.
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Bedwell, Wendy L., Stephen M. Fiore, and Eduardo Salas. "Developing the Future Workforce: An Approach for Integrating Interpersonal Skills Into the MBA Classroom." Academy of Management Learning & Education 13, no. 2 (June 2014): 171–86. http://dx.doi.org/10.5465/amle.2011.0138.
Дисертації з теми "Interpersonal workforce":
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Persson, Filip, and Daniel Karlsson. "Ett förändrat samarbete mellan kollegor : En fallstudie av Maxkompetens Växjökontor och hur distansarbete påverkat deras samarbete under Covid-19 pandemin." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104797.
Анотація:
Detta är en studie som syftar till att skapa fördjupad förståelse i hur samarbetet mellan medarbetarna på Maxkompetens Växjökontor har förändrats under ett långt distansarbete. Majoriteten av interaktionen mellan medarbetarna har tidigare utgjorts av att träffas fysiskt på kontoret men i samband med Folkhälsomyndighetens rekommendationer om distansarbete har den fysiska interaktionen minskat. I en undersökning om vilka utmaningar som upplevs svårast med distansarbete har det framkommit att samarbete med kollegor är den största utmaningen. Tidigare studier som genomförts innan Covid-19 pandemin menar att företag bör arbeta mer på distans i framtiden. Det som dessa studier inte reflekterat över är dock i vilken omfattning distansarbete försvårar medarbetarnas sociala relationer och samarbete med varandra. Denna studie utgörs av en kvalitativ fallstudie med en abduktiv forskningsansats. Den empiriska datainsamlingen baseras på semistrukturerade intervjuer med fem medarbetare från Växjökontoret. Studien har sin utgångspunkt i sociala relationer, vilket är en grundförutsättning för samarbete mellan medarbetare. Ett starkt socialt stöd och småpratande ökar möjligheten till goda sociala relationer och samarbete. När den fysiska interaktionen minskar mellan medarbetare finns det risk för att de sociala relationerna och samarbetet påverkas negativt. Slutsatsen visar att samarbetet mellan medarbetarna var sämre under första halvåret av pandemin. Detta då den ovana situationen med ett distanserat arbetssätt gjorde att det förekom lägre kommunikation och samspel mellan medarbetarna. Numera har medarbetarna ett starkt samarbete på distans. De har hittat nya sätt att samarbeta på genom att de är mer aktiva i att kontakta varandra på distans. Medarbetarna har fått ett lärande om både för- och nackdelar med distansarbetet. Det har visat sig vara svårt att finna digitala alternativ för att ersätta spontana småprat och den fysiska interaktionen. Avslutningsvis är det tydligt att öppen-dörr-kommunikation fungerar sämre på distans, detta då det kräver ett initiativ från medarbetare vilket underlättas vid den fysiska interaktionen.
2
Ball, James D. "Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/27179.
Анотація:
The SCANS report issued in 1990 brought national attention to concerns about lagging competencies of US workers and their lack of preparedness for the high-performance workplace. Since the SCANS report, several national and statewide efforts have attempted to identify skill sets appropriate for success in the changing workplace. Recent discussion has included skill sets appropriate for college graduates. This study was designed to determine perceptions of Maryland community college chief academic officers and department chairs toward one such skill set, the Maryland Skills for Success, and whether they are appropriate learning expectations for associate degree completers. The Maryland Skills for Success (MSS) are comprised of five skill goals: (1) learning skills, (2) thinking skills, (3) communication skills, (4) technology skills, and (5) interpersonal skills. Three to five â learning expectations' elaborate what students should be able to accomplish under each skill goal to be successful in future work and learning.
The study involved a survey of 293 chief academic officers and department chairs at the 18 community colleges across Maryland. A 75 percent response rate was achieved. The survey assessed the extent to which respondents agreed that: (a) the Maryland Skills for Success are appropriate expectations for associate degree completers, (b) students currently achieve MSS expectations, (c) respondent's courses and programs contain specific learning objectives that require students to learn and perform such skills, (d) all Maryland community colleges should teach and assess a common set of higher-order knowledge application skills.
Respondent ratings indicated that the Maryland Skills for Success represent valid learning expectations for associate degree completers. Deans were more favorable toward the MSS than were department chairs, and were more confident that students were required to learn and perform learning expectations similar to those listed in the MSS. The department chairs were also divided into groups to determine attitudinal differences by disciplines. The department chairs were more likely than the deans to agree that students currently achieve the MSS learning expectations. Most chair groups somewhat disagreed their courses and programs contained specific learning objectives requiring students to learn and perform the skills represented in the MSS. Of the chair groups, the English/fine arts/humanities, and the technologies/health care groups tended to produce significantly higher ratings than other chairs and supported the notion of Maryland community Colleges teaching and assessing a common higher-order knowledge application skill set.
Based on respondent ratings, the communication, thinking and interpersonal skill sets in the MSS have the best chance of gaining acceptance by colleges interested in integration of purposeful teaching and assessment of a higher-order skill set across the curricula. Respondent ratings also indicated that it is unlikely that the colleges would undertake a common initiative to teach and assess a common skill set like the MSS without intervention from the state. Respondents expressed distrust of bureaucratic intervention, were somewhat concerned about the difficulty of teaching and assessing the entire skill set, and felt that the skill sets were too broad to be feasibly taught. Recommendations include the need for extensive faculty development and the provision of incentives from the state educational agencies to provide support for colleges interested in teaching and assessing a common higher-order knowledge application skill set.Ed. D.
Книги з теми "Interpersonal workforce":
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Walker, Douglas. A-HA! performance: Building and managing a self-motivated workforce. Hoboken, N.J: Wiley, 2007.
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Murphy, Susan. Relationship management and the new workforce: A how-to guide for medical practices. Englewood, CO: Medical Group Management Association, 2009.
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Sorkin, Stephen, and Douglas Walker. A-HA! Performance: Building and Managing a Self-Motivated Workforce. Wiley, 2007.
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Marston, Cam. Motivating the "What's In It For Me" Workforce: Manage Across the Generational Divide and Increase Profits. Wiley, 2007.
Частини книг з теми "Interpersonal workforce":
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Leung, Kwok, and Mark F. Peterson. "Managing a globally distributed workforce: Social and interpersonal issues." In APA handbook of industrial and organizational psychology, Vol 3: Maintaining, expanding, and contracting the organization., 771–805. Washington: American Psychological Association, 2011. http://dx.doi.org/10.1037/12171-022.
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Tsai, Meng-Shan. "The Important Issues for Millennial Workers." In Five Generations and Only One Workforce, 203–32. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0437-6.ch010.
Анотація:
This chapter will help you to understand the important issues facing the Millennial Generation and their behavior in the workplace, understand the concepts of interpersonal relation and the viewpoints of the Millennial Generation, understand the contents of communication skills, communication models and communication styles, and understand how the Millennial Generation views conflict and conflict management.
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Abe, Isaac Idowu. "The Dynamics of Workplace Relationships, Employee Well-Being, and the Fourth Industrial Revolution." In Research Anthology on Changing Dynamics of Diversity and Safety in the Workforce, 22–35. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2405-6.ch002.
Анотація:
Employees globally are expected to flourish amidst the uncertainty, volatility, and complexities of the muddy waters of Industry 4.0. To identify changes in the perceived workplace relationships and consider initiatives that will improve interpersonal relationships at work in the 4IR. A review of literature will be conducted on the following key variables: 4IR. In the 4IR, provision of interpersonal other than digital means of communicating with employees, effectiveness in intra-organizational information sharing among employees, constant training on new and improved technological tools of working will be useful. Human resource practitioners should focus on designing strategies to improve IR at work, in order to minimize interpersonal conflicts, provide social support and improve organisational performance.
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Magsamen-Conrad, Kate, Jeanette M. Dillon, Lisa K. Hanasono, and Paul Anthony Valdez. "Developing an Intergroup Communication Intervention Curriculum." In Five Generations and Only One Workforce, 148–76. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0437-6.ch008.
Анотація:
This chapter describes a community-based participatory research project that embraces opportunities to augment the skills necessary to excel in an increasingly diverse workforce, especially in terms of proficiency in communication, social interaction, and technology. The Intergroup Communication Intervention (ICI) provides needed technology skills training to older adults in a community setting to improve intergroup relationships, foster positive civic attitudes and skills, and reduce ageist attitudes of younger adults. Participants build workforce skills necessary for future success as the project advances group and interpersonal communication skills across generations using technology pedagogy to bridge the divide. The ICI approach is systematic and grounded in theory. Analyses across the project's last three years demonstrate how communication processes ignite the powerful bonding that can occur over technology. This chapter encourages future research with similar goals of using longitudinal, communication studies to enhance community, competencies, and the future workforce.
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Petty, Gregory C., and Cherie Barnett Gaines. "The Perception Educators Have of their Leader’s Support and their Own Perceived Level of Burnout." In Handbook of Research on Technologies for Improving the 21st Century Workforce, 440–59. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2181-7.ch028.
Анотація:
Effective instructional systems deal with many challenges; perhaps the greatest is technological change. However, perhaps more insidious to instructional effectiveness is the detrimental effects of instructor burnout. Maintaining a high energy classroom and keeping up with the rapid changes brought about by classroom technology, particularly the internet, can affect even the strongest teacher. This chapter explores the effects of burnout as perceived by instructors and balanced with their perceptions of the support they receive (or do not receive) from their leaders. This study of the interpersonal relations between instructional leaders and their instructors gives an insight into the importance of proactive leadership on effective teaching. Leaders utilizing technologies to improve tomorrow’s workforce must not forget the human element in the classroom. With this study, the authors offer some guidelines leaders can use for more effective leadership practices.
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Vargas-Hernández, José G., Jovanna Nathalie Cervantes-Guzmán, and Guillermo Vázquez-Ávila. "National and Organizational Culture and Its Impacts on the Negotiations Between United States and Mexico in the Case of USMC-TEMEC." In Advances in Marketing, Customer Relationship Management, and E-Services, 267–95. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0214-3.ch011.
Анотація:
The organizational culture at the nation level is integrated by values, attitudes, workforce, loyalty, interpersonal relationships, etc. of its members. In the present investigation, the key to the business success of Mexico and the United States taking into consideration an element of analysis for its achievement is explained, making a comparison between both countries. There is a national culture with greater impact on organizations in the US than in Mexico. The methodology used was qualitative, exploratory, descriptive, and comparative. This research shows that the national culture affects the ways of acting of the members of the companies. The study was qualitative using only secondary sources for the investigation.
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E. Grunberg, Neil, Erin S. Barry, Michael Morrow-Fox, and Maureen Metcalf. "Optimizing Innovative Leadership and Followership." In Leadership - New Insights [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99860.
Анотація:
Leadership and followership development are increasingly recognized as important in all fields of the workforce. The Innovative Leadership Model helps leaders increase self-understanding and optimize the performance of organizations by focusing on Leader Type, Developmental Perspective, Resilience, Situational Analysis, and Leadership Behaviors and Mindsets. The Leader-Follower Framework identifies key elements – Character, Competence, Communication, Context – to guide the development of individual leaders and followers across four psychosocial levels – Personal, Interpersonal, Team, Organizational. Each of these approaches has value and has been applied in various settings and contexts. The present chapter offers a new insight relevant to leadership by combining these two perspectives and their component elements. Understanding and developing each of these elements will optimize effective leadership and followership in a wide range of situations and settings.
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Bartlett II, James E., and Michelle E. Bartlett. "Integration of Human Resource Management Knowledge into Career and Technical Education." In Handbook of Research on E-Learning Applications for Career and Technical Education, 204–13. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch016.
Анотація:
Career and technical education (CTE) occupations require highly skilled workers. This workforce must possess very specific technical skills. In addition to the technical skills, these professionals need to posses knowledge, skills, and abilities for the workplace that are non-technical in nature. To ensure students have this non-technical preparation, core interpersonal skills and business components are needed in the CTE curriculum. The integration of human resource development and management (HRD & M) concepts in CTE can develop these skills. Understanding the human resource (HR) component provides those entering CTE professions a better systems view of the organization and how the organization functions outside of their own technical area. Additionally, the understanding and knowledge of core HR components, that are not technical skills, are needed when human resource functions are integrated into technical job roles. When entering the workforce new professionals will need to perform HR functions. Often times CTE students are not highly prepared for non-technical skills in their CTE education. Therefore CTE should have HR concepts integrated into the curriculum so graduates are prepared to successfully implement the education they received into a workplace setting. With this in mind, this chapter seeks to provide an overview of HRD & M concepts, discuss how HRD & M are integrated into the work roles of those entering CTE professions, and show how these concepts can be integrated into CTE courses.
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Camillo, Angelo, Loredana Di Pietro, Francesca Di Virgilio, and Massimo Franco. "Work-Groups Conflict at PetroTech-Italy, S.R.L." In Cultural and Technological Influences on Global Business, 272–89. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3966-9.ch015.
Анотація:
Field experts take numerous approaches to modeling how culture influences groups in dealing with interpersonal conflict and its dynamics. Researchers investigate cultural traits that may predict a range of cultural conflict behaviors. In addition, anecdotal evidence shows that researchers continue to take up a constructivist approach of identifying the centrality of cultural influence that causes work related conflicts. This study attempts to determine the different types and levels of conflicts within a multicultural workforce by considering various factors such as ethnicity and geographic and lingual diversities within the global context. The scope is to find possible solutions to reduce and/or eliminate group related and, to a certain extent, individual conflicts within the work place, which have become a matter of concern for any international organization. The findings reveal systematic conflicts between and within work-groups and suggest that regardless of type, relationship, and process, conflicts are detrimental to the operation and total outcome. Those conflicts have a negative impact on performance in the production, especially when they escalate. Displays of interpersonal hostility (yelling, name-calling, throwing things at people and making derogatory inferences about others’ own cultures) prevent productive work in all groups, which are inefficient and do not seem motivated to complete their tasks. Increased bickering and hostile behaviour inhibits talking about and working on the immediate task. To a certain extent, the situation could be described as a “toxic working environment.” A key finding reveals through interviews and participative and non-intrusive observations demonstrated that members of these work-groups are psychologically distressed when there are frequent arguments about interpersonal issues. Consequently, the intrinsic problems which escalate over a five year period, together with extrinsic economic problems due to the global economic downturn, cause the company to have high cost of labor and material. With less than expected sales and, operational destruction due to distress about going concern, PTI is put to challenge. Hence, PTI faces a serious test in solving the existing group conflicts. Failure to improve the working relationships could jeopardize the strategic going concern of the company.
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Camillo, Angelo A., Loredana Di Pietro, Francesca Di Virgilio, and Massimo Franco. "Work-Groups Conflict at PetroTech-Italy, S.R.L." In Cross-Cultural Interaction, 872–88. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch049.
Анотація:
Field experts take numerous approaches to modeling how culture influences groups in dealing with interpersonal conflict and its dynamics. Researchers investigate cultural traits that may predict a range of cultural conflict behaviors. In addition, anecdotal evidence shows that researchers continue to take up a constructivist approach of identifying the centrality of cultural influence that causes work related conflicts. This study attempts to determine the different types and levels of conflicts within a multicultural workforce by considering various factors such as ethnicity and geographic and lingual diversities within the global context. The scope is to find possible solutions to reduce and/or eliminate group related and, to a certain extent, individual conflicts within the work place, which have become a matter of concern for any international organization. The findings reveal systematic conflicts between and within work-groups and suggest that regardless of type, relationship, and process, conflicts are detrimental to the operation and total outcome. Those conflicts have a negative impact on performance in the production, especially when they escalate. Displays of interpersonal hostility (yelling, name-calling, throwing things at people and making derogatory inferences about others’ own cultures) prevent productive work in all groups, which are inefficient and do not seem motivated to complete their tasks. Increased bickering and hostile behaviour inhibits talking about and working on the immediate task. To a certain extent, the situation could be described as a “toxic working environment.” A key finding reveals through interviews and participative and non-intrusive observations demonstrated that members of these work-groups are psychologically distressed when there are frequent arguments about interpersonal issues. Consequently, the intrinsic problems which escalate over a five year period, together with extrinsic economic problems due to the global economic downturn, cause the company to have high cost of labor and material. With less than expected sales and, operational destruction due to distress about going concern, PTI is put to challenge. Hence, PTI faces a serious test in solving the existing group conflicts. Failure to improve the working relationships could jeopardize the strategic going concern of the company.
Тези доповідей конференцій з теми "Interpersonal workforce":
1
Khatri, Puja, and Khushboo Raina. "Towards Learning for Employment: A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.
Анотація:
Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, which needs quick attention. The present study attempts to analyze the effect of independent variables assessment of self competence, open to change, networking, professional growth, emotional growth, spiritual growth, realistic expectations, interpersonal skills, conceptual skills, technical skills, leadership skills, attitude towards planet, ethical disposition, flexibility to work and orientation towards money on the dependent variable Employment readiness through Regression analysis. The findings suggest that students need to assess their self competence, develop an achievement orientation attitude and work on technical skills in order to become Employment ready. There are very few studies addressing this issue in Indian context and researchers could find no published empirical work analyzing the effect of all these variables on Employment readiness. This would serve as a strong base for researchers in similar field. This study is beneficial for academicians, policy-makers and academic regulatory bodies. Keywords: Employment readiness, Indian higher education, Generation y employment readiness, Employability of gen y.