Paradigm,methodology and method: intellectual integrity in consumer scholarship

The intellectual integrity, trustworthiness and diversity of consumer scholarship depend on researchers accounting for the methodological (philosophical) underpinnings of their work. The discussion is predicated on the assumption that many scholars do not clearly differentiate between methodology and method. To address this issue, the paper distinguishes between these two concepts, identifies four axioms of methodologies, identifies and describes two overarching research paradigms (positivism and post‐positivism), contrasts quantitative/qualitative with positivistic/post‐positivistic, and positions consumer scholarship with three dominant research methodologies: scientific, interpretive and critical. Suggestions are offered about what various actors can do to better ensure responsible consumer scholarship through methodological accountability.     

Self‐regulated learning in the workplace: strategies and factors in the attainment of learning goals

The research reported here is an exploratory qualitative study aimed at identifying professionals' self‐regulatory strategies underpinning the planning and attainment of learning goals in the workplace and showing how a number of organizational factors affect these strategies. The rationale for the study is that existing research tells us little about how professionals regulate their learning, largely because much of the literature on the self‐regulation of learning has been conducted with pupils and students in schools and universities rather than with professionals. Data were obtained through 29 semi‐structured interviews with professional employees in a company in the energy sector – including engineers, scientists and managers of various kinds – in 12 countries. Findings suggest that self‐regulatory learning practices in, from and for work are iterative and fluid rather than delineated into discrete stages as suggested by phase models of self‐regulation. There was little deliberate, systematic self‐reflection on learning in the workplaces studied. Learning goals were driven by short‐term work tasks and individuals' longer term development needs. Professionals draw extensively upon supervisors, mentors and colleagues when planning and attaining their learning goals. Formation of learning goals was constrained by individuals' perceptions of their career development potential and of how their progression potential is viewed by the organization in which they work.     

The role of perceived workplace development opportunities in enhancing individual employability

This paper explores the effects on workers’ employability of workplace development opportunities during employment as perceived by the workers themselves. Data was collected through a survey conducted in 2012 in Italy using a sample of 558 workers. The aim was to test the effects of participation in training courses, workplace learning opportunities and career development support on career development in 2013. Results show that the main predictors of subjective career success are related to the career development support provided by supervisors, including mentoring and career counselling, and workplace learning opportunities provided through processes of job enrichment, job enlargement and job rotation. By contrast, participation in training courses does not bring any significant effects. The study also reveals that employees’ opportunities for increasing their employability in the workplace depend on a number of personal and occupational characteristics. The study reaches the conclusion that firms can play a significant role in enhancing the career success of an individual and that employability can been encouraged by a mix of on‐the‐job workplace development opportunities.     

Adapting training to meet the preferred learning styles of different generations

This article considers how training professionals can respond to differences in training preferences between generational groups. It adopts two methods. First, it surveys the existing research and finds generally that preferences for training approaches can differ between groups and specifically that younger employees are perceived to leverage technology more at work. Second, it uses a qualitative grounded theory approach to examine the perspectives of a sample of older and a sample of younger workers in the United States. It finds that both samples perceive a greater comfort level of younger employees in leveraging technology‐enabled training and that the older sample were more comfortable with on‐the‐job and mentorship development efforts than more formal approaches. The implication for practice is that training needs to be more innovative so that, for any particular training intervention, potential trainees have a degree of freedom of choice of learning style. Possible approaches are discussed.     

The role of experience in work and learning among design engineers

Taking an approach to learning in the workplace as a phenomenon situated and accumulated in the course of work activities and everyday practice, the purpose of this study was to investigate how workers (development engineers and designers) themselves perceive the role of experience in work and learning. The empirical material consists of interviews with 18 employees in two enterprises in Finland. Narrative analysis of the holistic core stories yielded four thematic categories. The categories indicate that learning from experience plays an essential part in coping and learning along with other people, in understanding holistic work processes and in creating a personal perception of one's work and the learning that takes place in its course. It is suggested that the essence of learning through experience in everyday practice challenges the employers, first, to pay attention to the maintenance of a collaborative working atmosphere, second, to arrange possibilities for the continuous analysis of tasks within working teams and networks and, third to see their experienced fellow workers as mentors in order to harness the know‐how embedded in teams and organisations to better benefit all workers.     

Use of conceptual models in self‐evaluation of personal competences in learning and in planning for change*

This paper demonstrates the use of conceptual modelling to assist with the competence development of adult learners with interrupted occupational and learning careers. The research introduces a self‐evaluation approach used with a group of adult female students in the United Kingdom. The study aimed at increasing learners' awareness of the qualities and nature of their individual learning processes. The paper applies Kontiainen's dynamic concept analysis modelling method as a tool to assist individual students in the evaluation of their personal competences in learning. The findings of the current study suggest that providing adult learners with opportunities to evaluate their own competences may facilitate a process of making their skills visible to themselves as well as to their tutors and employers. This aims to increase their motivation to use and develop their competences. The paper provides an example and a demonstration of the self‐evaluation process in action illustrated by two case studies.     

Effects of responsible human resource management practices on female employees’ turnover intentions

This study focuses on the effects of socially responsible human resource management (SR‐HRM) practices on female employees’ turnover intentions and the moderating effect of supervisor gender on this relationship. With a sample of 212 female employees from eight different industries in Finland, the results indicate that SR‐HRM practices promoting equal career opportunities and work–family integration play a significant role in reducing women's turnover intentions. The study adds to the academic discourse of corporate social responsibility by highlighting the impact of the organizational‐level HRM determinants on the individual‐level outcome. In addition, supervisor gender makes a difference in the studied relationship: female supervisors have a stronger and more significant impact on the relationship than male supervisors. Our findings suggest that organizational measures which support work–family integration should be taken seriously to decrease female employees’ turnover intentions. Male supervisors could adopt some gender‐incongruent leadership behaviors, such as individualized emotional concern and caring when dealing with female employees. In the future, other gender combinations in the supervisor–employee relationship would merit research.     

Photo-elicitation: Using photographs to read retail interiors through consumers' eyes

Researchers studying experiences in retail environments have typically focused their attention towards positivistically examining the influence of individual atmospheric variables upon customer behavior. In this respect photographs are common environmental simulation techniques. This approach concerns not only researchers active in consumer culture, but also interior architects and retail designers, working in a disciplinary tradition that maintains that interiors function as “Gestalt” environments, interacting with their users. In this paper, the authors aim to develop understanding of retail environments as sites of complex sensory experiences and the application of photo-elicitation as an interpretive research methodology concerning experiences in retail environments. The paper discusses the results of two exploratory studies within selected retail environments, and demonstrates the value of photo-elicitation in gaining insight into experiences in retail interiors. Photo-elicitation thus contributes new knowledge of the retail environment, and adds value to positivistic research approaches that have predominated in this field.     

Differences in Entrepreneurial Opportunities: The Role of Tacitness and Codification in Opportunity Identification*

The role of opportunities in the entrepreneurial process remains relatively underdeveloped. To address this issue, we develop a definition of an entrepreneurial opportunity and draw upon a distinction from the domain of knowledge management to suggest a continuum of entrepreneurial opportunities ranging from codified to tacit. Though both traditional and contemporary research has examined how individual differences relate to the identification of opportunities, we focus instead on the importance of differences in the opportunities themselves. Specifically, we examine how relative differences in the degree of opportunity tacitness relate to the process of opportunity identification. We find that relatively more codified opportunities are more likely to be discovered through systematic search, whereas more tacit opportunities are more likely to be identified due to prior experience. These findings contribute to an increased understanding of the role of the opportunity in entrepreneurship research and have important implications for economic theories of entrepreneurship, entrepreneurial learning, entrepreneurial networks, and entrepreneurial education.     

The effects of leader‐member exchange and employee learning on perceived employability

In today’s rapidly changing society, the critical issues for organizations are how to attract individuals with high‐level employability and what role to play in maintaining and enhancing that employability. This study primarily aimed to investigate the effects of leader‐member exchange and employee learning on perceived employability. The literature review showed that leader‐member exchange is about the mutual relationship between the leader and members of an organization, and that employee learning consists in the individual employees’ continuing learning behaviours. The data for this study were collected from 257 South Korean insurance company employees. The study findings demonstrated that leader‐member exchange has a significant positive influence on the one dimension of perceived employability: corporate sense. Employee learning, on the contrary, was shown to have statistically significant positive effects on all the five dimensions of employability. Conclusions were drawn, and the implications and limitations of the study are discussed.     

Development and validation of a scale measuring approaches to work‐related informal learning

Social approaches to work‐related informal learning, such as proactive feedback‐seeking, help‐seeking and information‐seeking, are important determinants of development in the workplace. Unfortunately, previous research has failed to clearly conceptualize these forms of learning and does not provide a validated and generally applicable measurement instrument. We set out to develop and validate such a scale measuring social approaches to work‐related informal learning. We collected data in four organizations in Austria and the Netherlands, with a total sample size of 895 employees. These data were used to conduct exploratory and confirmatory factor analyses, which showed four distinct factors: feedback‐seeking from the supervisor, feedback‐seeking from colleagues, help‐seeking and information‐seeking. In conclusion, the scale we developed is valid in a range of contexts and thus is an appropriate tool for research as well as human resource development practice.     

Relationship learning: A conduit for internationalization

Internationalization opportunities can emerge through inter-organizational sharing, yet research on why and how organizations learn through relationship interactions is underdeveloped. We explore how learning in supplier-customer relationships contributes to organizational offerings through the knowledge development process. We identify relationship learning as an organizational dynamic capability by thematic analysis of qualitative longitudinal data from large as well as small and medium-sized organizations. Our case study of organizations demonstrates that nurturing personal relationships and paying attention to customer communication is core in knowledge sharing. Customer input is valuable in solution offerings, strengthening mutual work, and growth in internationalization within an existing relationship or in new ones. The results endorse that the knowledge development processes and commitments transpire at both ends of the relationship. The findings provide practical managerial implications for ensuring the development of open and transparent communication conduits in relationships. The process of providing a solution that addresses customers' needs must begin with understanding their work, issues, and the intended jobs they will perform.     

Preferred human resource development activities and their functions: differences in perspective between managers and employees

This exploratory study uses the learning‐network theory as a framework to investigate how managers and employees differ in their preference for the human resource development (HRD) activities of employees and in the functions they attribute to HRD. The research design was quantitative and cross‐sectional. Data collection took place in six countries in Europe, Asia and North America. A new instrument was used, which views work improvement (WI), career development (CD) and personal development (PD) as three main functions of HRD that can serve managers and employees. Results show that managers and employees prefer different HRD activities for employees to undertake; respectively, formal courses and programs over job experiences, and vice versa. The two groups also differ in the scores they give to WI and PD as relevant functions that employee participation in HRD can provide. It is concluded, therefore, that differences between managers and employees in their views of the relevance of HRD activities should be taken into account in theory and practice when organizing employees’ HRD activities.     

Delegating effectively across cultures

This article builds on the contingency approach to global leadership to examine empowerment in a cross-cultural context. Drawing upon ethnographic research on employees of a French NGO in Madagascar, our study demonstrates that effective empowerment is not dependent on the amount of delegation, but rather it is dependent on how delegation is performed. Understanding the cultural representations of formalization, skill development, collective work, and decision-making appeared to be crucial to effective delegation in Madagascar. This result suggests that managers should adapt the way that they empower their teams based on the conditions and forms of delegation prevailing in local cultures.     

Writing the differences: Poststructural ist pluralism,retextualization, and the construction of reflexive ethnographic narratives in consumption and market research

Representing social realities in a narrative form is central to the interpretive processes by which market‐oriented ethnographies are constructed. In recent years, the process of textualization has shifted from a taken‐for‐granted aspect of the ethnographic enterprise to a central focus of ethnographers’ reflexive considerations. This shift reflects the realization that textualization poses dilemmas of representation that can not be resolved through additional fieldwork or other methodological procedures. This paper addresses these workbench problems by devising an alternative narrative formretextualization‐based on a poststructuralist version of critical pluralistic analysis. We first discuss how non‐realist genres of ethnographic writing have emerged in response to a heightened sensitivity toward ideological positions embedded in research narratives. We then discuss how the use of retextualization can facilitate the development of reflexivity in consumption research by destabilizing the representational authority of the ethnographic text through expressions of divergence, dissensus, and contested interpretations.     

Employees' choices in learning how to use information and communication technology systems at work: strategies and approaches

The purpose of this paper is to promote the understanding of how employees learn to use information and communication technology (ICT) systems at work. The elements of a learning activity in the context of ICT use are identified from the literature. In particular, approaches to learning, learning strategies and problem‐solving strategies are reviewed. The empirical part of the study examines how employees choose to start learning how to use ICT systems, and how they choose to learn while solving problems related to system use. The data were collected using qualitative semi‐structured interviews with 39 employees in three organizations. The interviewees usually preferred to learn how to use ICT quickly and without investing too much effort. The interviewees preferred informal learning and problem‐solving strategies. The most commonly used strategies were to try things out alone or together with peers, or to ask for help from peers. The main conclusions of the study are that the users' learning intentions affect the kind of learning support they need and that ICT learning is best approached as a learning activity strongly rooted in collaboration and the social context.     

What predicts skill transfer? An exploratory study of goal orientation,training self‐efficacy and organizational supports

Results from a study examining the predictors of skill transfer from an instructional to a work environment are presented. Prior research indicates that skill transfer is a function of both individual and contextual factors. A total of 186 employees from a work organization were surveyed on individual dimensions (goal orientation, training self‐efficacy) and contextual factors (supervisor and peer support). Pre‐training motivation was proposed as proximal training outcome and further connected to the distal outcome, skill transfer. Analyses with structural equation modeling using EQS indicate that individual dimensions, such as mastery‐approach goal orientation and training self‐efficacy, are related to pre‐training motivation. Also, contextual factors, such as peer support, predicted both pre‐training motivation and skill transfer, while supervisor support was unrelated to either pre‐training motivation or skill transfer. Pre‐training motivation, in turn, was related to skill transfer. Implications for theory and practice are discussed.     

Training corporate managers to adopt a more autonomy‐supportive motivating style toward employees: an intervention study

Management style is treated in a variety of ways across the training and development literature. Yet few studies have tested the training‐based malleability of management style in a for‐profit, authentic work context. The present research tested whether or not training intervention would help managers adopt a more autonomy‐supportive motivating style toward employees and whether or not the employees of these managers would, in turn, show greater autonomous motivation and workplace engagement. Using an intervention‐based experimental design, 25 managers from a Fortune 500 company received training consistent with self‐determination theory on how to support the autonomy of the 169 employees they supervised. Five weeks after the managers in the experimental group participated in the training, they displayed a significantly more autonomy‐supportive managerial style than did nontrained managers in a control group. Further, the employees they supervised showed, 5 weeks later, significantly more autonomous motivation and greater workplace engagement than did employees supervised by control‐group managers. We discuss the malleability of managers' motivating styles, the benefits to employees when managers become more autonomy supportive, and recommendations for future training interventions and research.     

Innovative ethics officers as drivers of effective ethics programs: An empirical study in the Netherlands

Ethical misconduct and violations seriously harm individuals and organizations and lead to massive fines or the dismissal of employees and CEOs. Many firms have implemented ethics programs to prevent unethical behavior but these are often ineffective and take a traditional approach. Ethics officers are often responsible for running and developing ethics programs, in collaboration with other departments. They can, therefore, play a key role in improving ethics program effectiveness. We postulate that ethics officers need to adopt a more innovative approach in order to achieve ethical behavior among employees and managers, and that such an innovative approach requires certain personality traits. This study investigates how ethics officers’ personality traits and innovative work behaviors relate to the effectiveness of ethics programs and normative ethical behavior through an online questionnaire conducted among 110 ethics officers in large Dutch organizations. Structural equations modeling showed that innovative work behavior mediated the relationship between ethics officers’ openness to experience and ethics program effectiveness which, in turn, is related to more normative ethical behavior. Future research must examine the (partial) mediation effects, including other characteristics of ethics officers in relation to ethics program effectiveness and ethical behaviors at work, and replicate the study multi‐nationally.     

Mindfulness and the challenges of working from home in times of crisis

Many employees unexpectedly were required to work from home during the COVID-19 pandemic of 2020. With this abrupt change came the challenge of blurred lines between career and personal life. Lacking designated home office spaces, countless individuals had to create improvised work setups in living rooms, kitchens, bedrooms—wherever there was space. Moreover, the closure of schools forced many working parents to attempt productivity while concurrently supervising their children. As a result of these changes, numerous employees have experienced lower work productivity, lessened motivation, increased stress, and poorer mental health. One approach that may help employees going through the challenges associated with working from home is mindfulness. Mindfulness may be particularly beneficial as it can (1) help employees mentally disconnect from work when they need to; (2) improve individuals’ attention to work tasks and thereby improve their performance; and (3) allow workers to better manage screen fatigue. In this installment of Work/Life Balance, we elaborate on how mindfulness may help employees deal with these work issues, explain how mindfulness can be cultivated, and provide a list of mindfulness techniques. We also provide a set of recommendations for managers and team leaders responsible for their employees’ well-being and productivity.