The influence of entrepreneurs’ immigrant status and time on the perceived likelihood of exporting

We contribute in this paper to the scant literature on the factors and conditions influencing the development of different perceptions of potential international opportunities for immigrant and native entrepreneurs in the pre-internationalization phase. Specifically, we investigate what factors influence the perceived likelihood entrepreneurs have of exporting. Building on entrepreneurial intentions and opportunity-based entrepreneurial processes, we propose a cognitive account of perceived likelihood of exporting based on entrepreneurs’ perceptions of the desirability and feasibility of export opportunities. We investigate how the immigrant status (i.e., individual characteristics) and time (i.e., contextual factors) influence the relationship between the desirability and feasibility of exporting, and entrepreneurs’ perceived likelihood of exporting. We employ an experimental design on a matched-pair sample of 108 native and immigrant entrepreneurs in domestic technology-based firms. The results are a unique account of the cognitive antecedents of the perceived likelihood of exporting under different temporal conditions, comparing immigrant and native entrepreneurs. We discuss theoretical and practical implications.

     

How Does Project Termination Impact Project Team Members? Rapid Termination, ‘Creeping Death’, and Learning from Failure

Although extant studies have increased our understanding of the decision of when to terminate a project and its organizational implications, they do not explore the contextual mechanisms underlying the link between the speed at which a project is terminated and the learning of those directly working on the project. This is surprising because perceptions of project failure likely differ between those who own the option (i.e., the decision maker) and those who are the option (i.e., project team members). In this multiple case study, we explored research and development (R&D) subsidiaries within a large multinational parent organization and generated several new insights: (1) rather than alleviate negative emotions, delayed termination was perceived as creeping death, thwarting new career opportunities and generating negative emotions; (2) rather than obstructing learning from project experience, negative emotions motivated sensemaking efforts; and (3) rather than emphasizing learning after project termination, in the context of rapid redeployment of team members after project termination, delayed termination provided employees the time to reflect on, articulate, and codify lessons learned. We discuss the implications of these findings.     

Getting the most from MBA internships: Promoting intern learning and job acceptance

MBA internships are commonly used for training and recruiting management talent. Yet, research overlooks what makes them effective. A longitudinal study investigates the relationships that goal clarity, autonomy, and prior experience have with MBA intern learning and job acceptance intentions. Results show learning partially mediates the relationship of goal clarity to job acceptance intentions, and that less experienced MBA interns learn more under conditions of high goal clarity and low autonomy (i.e., when their roles are more structured). We discuss how role structures and learning can inform effective training and recruiting of interns, and management of short‐term workers in general. © 2010 Wiley Periodicals, Inc.     

Sexual harassment training: Recommendations to address gaps between the practitioner and research literatures

Sexual harassment training is a common human resource activity, and the practitioner literature is replete with advice about how to implement it. Little research, however, has specifically explored what makes sexual harassment training effective. This paper uses what we know from general training research and theory and sexual harassment research to assess the extent to which the practitioner literature is making relevant and reasonable recommendations for sexual harassment training. We identify practitioner‐research gaps in the literature, including areas that academic research and theory suggest are important for training effectiveness but where the practitioner literature falls short. The practitioner literature may be silent, offer incomplete advice, make recommendations that do not directly link to research findings, or present recommendations that are inconsistent with research findings. We recommend that these gaps be bridged and we provide specific suggestions for how human resource managers can improve the quality of the sexual harassment training they provide. © 2009 Wiley Periodicals, Inc.     

Context-dependent accountability strategies to improve the transfer of training: A proposed theoretical model and research propositions

The transfer of training continues to be a primary concern for organizations, yet important gaps in the literature remain. Thus, we extend recent work by Tews and Burke-Smalley (in press), which integrates accountability concepts from Schlenker (1997), along with Yelon and Ford's (1999) context-dependent transfer approach, to create a theoretical model and specific research propositions to help guide the field forward. We suggest that an accountability approach to training transfer, which simultaneously considers relevant work-context dimensions (e.g., skill type and supervision type) can be used to adopt appropriate accountability strategies that enhance trainees' transfer of learning back to their jobs. More specifically, by targeting variables that promote accountability – trainees' role clarity, ownership perceptions, and perceived control over their learning transfer – our work provides a useful theoretical model to guide scholars and practitioners in order to facilitate transfer in different workplace contexts. Implications for research and practice are also discussed.     

Internal Knowledge Development and External Knowledge Access in Venture Capital Investment Performance

abstract    We examine the performance effects of two knowledge-driven strategies – internal knowledge development and external knowledge access through inter-firm relationships – in the context of venture capital investing. Using longitudinal data on the investments, syndication, and performance of 200 US-based venture capital firms, we find that investing in industries in which a firm has more knowledge and investing with more or familiar external partners enhances investment performance. In addition, we reveal important interactions between the two strategies, such that access to external knowledge is particularly beneficial when the investment exposes gaps in the firm's own expertise. Thus, access to external knowledge is more effective when an incongruity exists between what the firm knows and what it intends to do. We discuss the study's implications for organizational knowledge and learning, strategic alliance, and venture capital literature.     

Inclusive talent development as a key talent management approach: A systematic literature review

Over the past decades, organizations have faced challenges in retaining good employees due to market competition and talent scarcity, thereby forcing leaders to improve their human resource strategies. Organizations often source exclusive talent development instead of nurturing talent inclusively. Exclusive refers to organizations' tendency to hire top talents outside their organization when needs arise, or if they have to look for candidates within the organization, only those identified as performers within their elite pool are selected. Literature suggests that inclusive talent development (i.e., career development via training for all employees regardless of individual performance) can complement management for employee retention. The present study carries out a systematic review of articles published from 1997 to 2020 pertaining to talent development, particularly inclusive nurturing, to enable frugal human resource management, i.e., developing human resource inclusive talent development (ITD) in a resource constrained environment. We address three major questions: to what degree is talent development (TD) represented in the wider talent management (TM) literature?; how does ITD contribute to individual talent growth and organizational performance?; and what are the limitations of current research on ITD? A total of 48 articles on TD, with 13 articles on ITD, are analyzed to provide theoretical and practical insights. This review presents research gaps on inclusive TD, and highlights future research directions, such as wider coverage to develop a more comprehensive scope, TD for low performers to improve their individual growth and organizational performance, application of frugal innovation through ITD, and association with resource-based view – valuable, rare, inimitability, and organized model (RBV-VRIO). While ITD coupled with other TM activities has significant effect on individual growth and organizational performance, the evidence for and discussion of this concept remains scarce. The research contributes to existing HRM literatures: (1) TD is a limited area of research and has minority representation within TM literature; (2) ITD is becoming increasingly crucial for individual talent growth and organizational performance towards a sustainable competitive advantage as primed by the RBV – VRIO model; and (3) key limitations of research on TD include one-sided perspectives to TD, lack of balance between individual talent growth and organizational performance, and other methodological weaknesses.     

Unawareness without AU Introspection

This paper studies unawareness in terms of the lack of knowledge in a model that generalizes both a non-partitional standard-state-space model and a stationary generalized-state-space model. The resulting model may not necessarily satisfy AU Introspection: an agent, who is unaware of an event, is unaware of being unaware of it. Yet, the paper shows that such agent does not know whether she is unaware of it, i.e., she is ignorant of being unaware of it. First, the paper asks when and how the generalized model (in particular, a standard-state-space model) has a non-trivial form of unawareness and sensible properties of unawareness. Second, the paper studies the implications of the violation of AU Introspection. An agent, when facing infinitely many objects of knowledge, may know that there is an event of which she is unaware. Treating new information only at face value can cause an agent to become unaware of some event.     

The effects of innovation–cost strategy, knowledge, and action in the supply chain on firm performance

Despite the importance of supply chains within today's economy, we know little about how the knowledge of supply chains can contribute to superior performance at the firm level. Building on the resource-based view, knowledge-based view and strategic choice theory, we develop hypotheses linking two knowledge-driven supply chain phenomena (i.e., knowledge development capacity and intellectual capital), innovation–cost strategy, and action to firm-level performance. Using survey and archival data from 489 firms, we found that performance is influenced by how well knowledge development capacity and intellectual capital efforts complement alternative chain strategies. More specifically, each strategy type requires different constellations of knowledge development capacity and intellectual capital to enhance action and create superior firm performance. These results highlight the importance of supply chain phenomena for firm-level performance, and more broadly, the value of supply chains as a competitive weapon in contemporary firms.     

Career mentoring in context: A multilevel study on differentiated career mentoring and career mentoring climate

This study explores how supervisor career mentoring contributes to contemporary organizational career development, which strives to foster employees' promotability while strengthening their intention to stay. Specifically, we focus on the implications of career mentoring in team contexts. Applying a multilevel framework, we distinguish between individual‐level differentiated mentoring (i.e., an employee's mentoring perceptions as compared to those of other team members) and group‐level career mentoring climate (i.e., the average perception across all group members). In a workplace setting, we collected data from vocational job starters (N ranged from 230 to 290) and their company supervisors (N ranged from 56 to 68). We find that career mentoring climate positively relates to promotability, more so than differentiated career mentoring. Both career mentoring climate and differentiated career mentoring are positively related to the intention to stay. At the individual level, this relationship is mediated by job satisfaction. We discuss theoretical and practical implications of differentiated and group‐level mentoring.     

Transfer of marketing knowledge to Catholic primary schools

While the role and importance of marketing have grown in nonprofit organizations, marketing knowledge in nonprofit education organizations, specifically primary schools, is sparse. This paper reports the research findings of an exploratory study designed to examine the transfer of marketing knowledge to Catholic primary schools. It identifies and explores what school leaders know about marketing, how they acquire that knowledge, and what factors contribute to or impede its development. Qualitative data gathered from Catholic school educational leaders reveal that while marketing is viewed in schools as an important management function, marketing knowledge is slow to transfer. Findings reveal that marketing knowledge is primarily developed unintentionally, as a result of trial and error, and that a lack of formal marketing training results in a heavy dependence on volunteers. Findings also indicate that school leaders have minimal autonomy under the Diocese, which, along with economic, cultural, and structural barriers, functions to limit marketing knowledge development. It was also found that, although cross‐sector cooperation is desired among educational leaders, it is not pursued, further limiting the transfer of marketing knowledge. Theoretical and managerial implications for resource‐strapped primary schools in competitive environments are discussed.     

Equal or equitable pay? Individual differences in pay fairness perceptions

This study examined how social comparison (i.e., comparing one's pay to similar others' pay) and deserved comparison (i.e., comparing one's pay to one's deserved pay) affect pay fairness perceptions, and the individual differences in the comparison processes. Results based on a field study with a sample of 167 employees showed pay fairness was low when employees received lower pay than a similar other (or what they deserved), increased as their pay exceeded that of a similar other (or deserved pay) to some extent, and then decreased when overpayment was considerable. Second, pay fairness increased as one's actual and similar others' pay levels both increased while pay fairness remained the same as one's actual and the deserved pay levels both increased. In addition, the “threshold” that people start to perceive overpayment as less fair occurred more quickly for those with higher preference for consistency in social comparison and for those with higher preference for the merit principle in deserved comparison. We also conducted experiments, and the results generally replicated the findings in the field study. These findings offer theoretical implications regarding organizational justice, as well as practical implications for designing and executing a compensation system.     

The influence of leadership behavior on employee work-family outcomes: A review and research agenda

Scholarly inquiries into the prominent role that leaders play in influencing their followers' work-family experiences have flourished in recent decades. Despite this encouraging progress, researchers have criticized the current state of the literature, lamenting that the study of leader behaviors in the work-family literature is either incomplete or oversimplified. To move the field forward, we conducted a systematic review of the literature to take stock of what we know, identify what is still unknown, and chart a path forward for future research. We organize the literature linking leadership to employees' work-family experience based on a four-category framework of leader behavior (task, relationship, change, and ethical/unethical). We summarize what effects leader behaviors may have on their followers, how such effects occur, and the boundary conditions of these effects. We conclude our review by identifying both theoretical and methodological gaps that can inform future leadership research in the work-family domain.     

现代信息技术环境下的英语词典使用探究

词典使用策略是学习者获得语言能力的一项重要认知策略。该研究采用问卷调查和访谈的方法,对非英语专业大学生英语词典使用策略进行实证调查,试图了解不同语言水平的学习者在词典使用中的差异,从而探究词典使用策略与语言学习效果的相关性。在现代信息技术迅猛发展的时代,电子词典的使用在当代大学生中已相当普遍,但不少教师坚持要学生多查阅纸质词典。调查和访谈表明教师对电子词典的认知有待提高,以便更好地指导学生使用词典提高学习效率。     

An exploratory review of the relationship between enterprise training and technology upgrading: evidence from South African manufacturing firms

The study examines the extent to which disaggregated training variables are related to technological upgrading, in the context of a middle-income developing country trying to manage its integration into the global economy. For a developing country, successful integration into the global economy requires that local manufacturing firms are able to competitively restructure, as a precondition for survival and long-term growth. Consequently, skills and technological upgrading are crucial in raising the international competitive advantage of local firms. Enterprise-provided training is one means that can be used by local firms to continuously upgrade their knowledge bases, increase their international competitiveness, and enhance employment growth over time. This paper uses South Africa as a case study, to demonstrate how economic reform measures can expose skills deficiencies in the manufacturing sector and lead to an increase in capital intensity of the sector. Exposure of skills deficiencies, in turn, raises the importance of skill-upgrading through schooling and training of existing workforce. Despite a couple of studies on the evolution of the labour market in South Africa, no previous research has explicitly examined the relationship between technological upgrading and disaggregated training/learning variables at the firm level. This paper aims to fill that gap by focusing on disaggregated enterprise-based training efforts. The study uses the Human Capital theoretical framework to answer the main research question: Which disaggregated learning variables (i.e., on-the-job or off-the-job training offered to different occupational groups) are significantly associated with technological upgrading? The study raises possible issues of heterogeneity in returns to training offered to different occupational groups in the context of technological-upgrading. On the other hand, technological upgrading may not necessarily always disadvantage all unskilled workers. Possible policy implications of research findings are outlined.     

大学生英语学习策略与动机研究

本文就英语学习策略、动机、风格等有关问题对近500名学生进行了问卷调查,观察分析了大学生英语学习相关因素的频度及倾向性,探讨了这些因素与语言学习的关系,并就如何改进大学英语教学提出了相关建议。     

Training older workers: Lessons learned,unlearned, and relearned from the field of instructional design

Changing workforce demographics have highlighted the need to provide training and development opportunities for older workers. This article critically examines the current state of research on the use of systematic instructional design procedures to develop work‐related training that is inclusive of older workers. The review reveals a disconnect between what the literature recommends to achieve age‐inclusive design and what is offered as evidence of age‐inclusive design. Age‐related generalizations about cognition and learning capacity often serve as the basis for design decisions, with little attention paid to the role of training context and content. The article recommends that this disconnect be resolved and offers some specific suggestions about how human resource managers can integrate sound instructional design principles into the training and development component of their talent management strategies. © 2012 Wiley Periodicals, Inc.     

Enhancing adaptive transfer of cross-cultural training: Lessons learned from the broader training literature

Drawing insights from the broader training literature, we argue that evaluation of cross-cultural training effectiveness should adopt comprehensive criteria, including cognitive, skill-based, and affective learning outcomes as well as adaptive transfer. We propose that the integration of an error management supplement in cross-cultural training can enhance trainee acquisition of self-regulation skills and self-efficacy that facilitate adaptive application of learning to novel cultural situations. In addition to the traditional error management training designs (i.e., positive error framing), the current paper describes additional design elements to promote acquisition of cognitive strategies, prevent premature automaticity, alleviate concerns about error occurrence during learning, and enhance readiness to transfer. In addition, we offer propositions regarding the effects of the supplement on learning and transfer outcomes, along with implications for future research and practice on cross-cultural training.     

The perception of teaching methods and the retraining of mature managers

The comfortable progression from the childhood perception of career through college or university to a job for life, is being shattered for many managers. Mid-life they are now being forced to change career and retrain. This paper looks at their perceptions of learning methods, often related to the choice of career and confirmed by both experience and actual training. The paper discusses how preferred individual styles can be classified according to their response to the Kolb Learning Style Inventory (LSI) and by their Egograms and offers advice on how the methods used for retraining can be tailored to individual perceptions.During the research study upon which this article is based, it was noted that the Kolb classification most often associated with senior managers (Assimilator), did not fall into what could be termed definable “personality type”.