When innovation in education works: stimulating teachers' innovative work behaviour

The twenty‐first century labour market requires employees that proactively shape innovations and solve complex problems. Professionals in the education sector are expected to perform innovative behaviour that not only entails the generation, but also the realization and sustainable implementation of new ideas. In a sample of 458 employees in Dutch secondary and higher vocational education (abbreviated in Dutch to MBO and HBO, respectively), this study investigated the relation between environmental factors (namely task variety, management support and exposure to innovation) and Innovative Work Behaviour (IWB) across the different phases of the innovation process, including a sustainability phase. Results of hierarchical regression analyses showed that management support and exposure to innovations served as a predictor for all phases of IWB. Teachers with supportive managers and a high degree of exposure to innovations showed higher scores on innovative behaviour across all phases. Linear regressions revealed a significant relationship between task variety and IWB. In the hierarchical model, only management suport and exposure to innovations showed significant relations. Background characteristics, such as gender, age, tenure, number of working hours and type of education, for which we controlled during the analyses, played a role in how much IWB is displayed. It can be concluded that a work environment, in which employees are exposed to innovation and are supported is crucial. Additionally, in view of the role background characteristics play, it is recommended to select teachers with specific profiles for the different phases of the innovation process.     

Matchmaking in organizational change: Does every employee value participatory leadership? An empirical study

Although leadership is generally considered an important lever to increase commitment during organizational change, empirical research has yet to unravel many of the underlying mechanisms. In this paper, we propose that the impact of participative leadership on affective commitment to change will be contingent on employees’ orientation toward leadership. In our empirical study in two police organizations, we find evidence that followers’ orientation toward leadership is a useful interacting variable. Participative leadership lowers affective commitment to change for individuals with high dominance orientation. In contrast, participative leadership increases affective commitment to change for employees with high development orientation toward leadership. Implications for theory and practice are discussed.     

The Personal Development Plan Practice Questionnaire: the development and validation of an instrument to assess the employee's perception of personal development plan practice

Confronted with the speed of technological advancements and increasing global competition, organizations have come to realize that their employees' continuous learning drives business success. A popular tool to support and enhance continuous learning is the personal development plan (PDP). Despite its popularity, empirical evidence of the effectiveness of the PDP is scarce. To date, most of the research on the practice of the PDP is conducted within educational (students) and health (general practitioners) settings and not within business environments. Moreover, research methodology is restricted to qualitative methods and survey research is rare. For that reason, we developed and validated a questionnaire to assess PDP practice. To develop the questionnaire, we relied on literature on portfolio assessment in the educational context and the workplace (health and education); to validate it, we collected data in three independent organizations. To assess the factor structure of the questionnaire, exploratory principal component factor analyses with direct oblimin rotation were conducted on data sets from two organizations. Factor reliability was computed using Cronbach's alpha coefficient. The principal component analysis resulted in a 35‐item questionnaire containing five factors each with high internal validity. Cronbach's alphas ranged between 0.63 and 0.91. Next, a confirmatory factor analysis was conducted on an independent sample of 287 employees, working in a third organization. The results from this analysis were used to further refine the instrument. The present instrument provides a reliable and valid measure of the employee's perception of the PDP practice in the workplace, consisting of four scales and 19 items.     

Exploring supportive and developmental career management through business strategies and coaching

The shift toward individualistic career management requires a supportive and developmental career approach. Using coaching practices as a manifestation of such an approach, this study reports on coaching and other career practices that are part of supportive and developmental career management in a Belgium sample (n = 154). Three other types of career management were identified as well. Supportive and developmental career management was most present in organizations that had a past or current prospector strategy, and was the least present in past or current defenders. The type of business strategy organizations indicated to pursue in the future did not have an influence on the type of career management they currently had. © 2012 Wiley Periodicals, Inc.     

“Generalized Pareto Fit to the Society of Actuaries’ Large Claims Database,” Ana C. Cebrián,Michel Denuit,and Philippe Lambert,July 2003

Abstract

We consider the issue of modeling the latent or hidden exposure occurring through either incomplete data or an unobserved underlying risk factor. We use the celebrated expectationmaximization (EM) algorithm as a convenient tool in detecting latent (unobserved) risks in finite mixture models of claim severity and in problems where data imputation is needed. We provide examples of applicability of the methodology based on real-life auto injury claim data and compare, when possible, the accuracy of our methods with that of standard techniques. Sample data and an EM algorithm program are included to allow readers to experiment with the EM methodology themselves.     

New technology based firms and the creation of regional growth potential

This paper focuses on the role of New Technology Based Firms (NTBFs) as a vital determinant of regional growth potential. The theoretical framework starts from the relation between innovation and economic development (macro-approach), to show how NTBFs can contribute to the creation of a regional growth potential (micro-approach). Empirical data for Belgium illustrate how NTBFs differ significantly from common starters on a number of fundamental characteristics such as educational level, product/market-orientation, socio-economic networking, delegation, growth strategy and Research and Development. Taking these findings into account, we concentrate on the region-specific technology policies in Belgium. The case of the emerging biotechnology industry is used as an illustration.     

Strategic partnering between new technology based firms and large established firms in the biotechnology and micro-electronics industries in Belgium

There is an increased emphasis on New Technology Based Firms (NTBFs) and on Strategic Partnerships. The number of strategic partnerships between large, established firms and NTBFs has multiplied over the past few years, due to a growing trend towards technological and marketing relationships between large and small firms. In this contribution, the strategic — predominantly technology —partnering (also referred to as interfirm technology cooperation) experiences of a small number of Belgian NTBFs in the biotechnology and micro-electronics industries will be analysed. The analysis presented here derives from the regionspecific technology policies in Belgium.A multiple case study design was chosen to develop an understanding of the impact of strategic partnering on New Technology Based Firm-survival and growth in Belgium. To improve the reliability of conclusions in the research presented here, a small number of cases will be investigated for the construction of a theoretical model.     

Transfer of training: the role of feedback in supportive social networks

The transfer of training to the workplace often fails to occur. The authors argue that feedback generated within the work environment about the application of newly learned skills in the workplace helps to close the gap between the current performance and the desired goal of full application of what is learned during training. This study takes a social network perspective and explores the role of feedback generated within the social network in fostering motivation‐to‐transfer and the transfer of training. The results show that the number of people providing feedback and the helpfulness of this feedback are positively related to the motivation for and actual transfer of training. The frequency of feedback appears to be negatively related. This study underlines the importance of feedback in turning the workplace into a learning environment fostering the transfer of training. It also suggests the value of adopting a social network perspective.