Linking job insecurity to well-being and organizational attitudes in Belgian workers: the role of security expectations and fairness

The aim of this study was to investigate how perceptions of job insecurity and fairness associate with individual well-being (job satisfaction and general health) and organizational attitudes (organizational commitment and turnover intention), under the condition that the psychological contract as perceived by the employee includes a promise on job security, or not. More specifically, we suggest that (H1) job insecurity is negatively related to individual well-being and organizational commitment and positively related to turnover intentions when job security is expected as part of the psychological contract, (H2) that job insecurity is negatively related to fairness perceptions when job security is expected as part of the psychological contract, (H3) that fairness associates positively with individual well-being and organizational commitment and negatively with turnover intentions and (H4) that the association between job insecurity, individual well-being and organizational outcomes is mediated by fairness under the condition that job security is expected as part of the psychological contract. Thus, we propose a model of mediated moderation. Results based on a sample of Belgian employees (N = 559) supported our hypotheses for organizational outcomes. For individual well-being, the mediation framework was not conditional upon a perceived promise of job security as part of the psychological contract. We conclude that employees' perceptions of job insecurity and fairness are important factors in employees' well-being and their attitudes towards the organization. More importantly, these perceptions can in part be shaped by organizational agents such as managers and supervisors. Additionally, the active utilization of the psychological contract in management strategies seems to have favourable results for the fostering of pro-organizational attitudes among employees.     

心理契约在高校经管类专业经济法课程教学中的应用

将心理契约方法引入高校经管类专业经济法课程教学,将会产生良好的教学效果。教师在用心理契约方法教学时,要树立双主体意识,善于运用情感激励法,引导学生订立适宜的学习目标心理契约,重视学生个体差异和专业差异,建立科学合理的成绩考核机制,不断完善知识结构。     

研究当代消费者群体心理行为是广告学教学的第一要素

广告学教学内容丰富,涉及多个学科领域,研究的课题及方向多样,但是就广告的目的而言,教学的重点应放在对当代消费者的群体心理与行为研究上,即放在当代消费者群体划分与消费心理行为研究上,而针对当代消费者群体心理行为的广告策略研究教学,才是有效的教学。     

Are firms ready to use big data analytics to create value? The role of structural and psychological readiness

In this study, we leverage Information Technology (IT) readiness literature and resource-based view (RBV) to investigate the impact of firm structural and psychological readiness on firm value creation, as mediated by big data analytics usage. The proposed research model is empirically validated using survey data from 179 senior IT managers. The findings demonstrate the importance of both structural (i.e. IT infrastructure capability, tools functionality, employee analytical capability, and bigness of data) and psychological readiness (i.e. IT proactive climate) in enhancing firm value creation through big data analytics usage. These results provide interesting theoretical and practical insights.     

大学生就业心理问题及其调适

大学生就业心理是指其在思考就业问题、为获得职业做准备及在寻求职业的过程中受外部刺激所表现出的主观能动的反应和反映;目前我国大学生在情绪心理、认知心理、社会心理等方面都存在着一些就业心理问题;为了缓解大学生就业心理问题,应该从塑造大学生健康的就业心理、完善学校教育和发挥社会作用三个方面采取切实可行的措施。     

浅析加强大学生心理健康教育的必要性及有效途径

在大学时期注重加强大学生心理健康教育是促进大学生成长的关键。     

如何构建和完善独立学院贫困生帮扶体系——以桂林电子科技大学信息科技学院机电工程系为例

随着我国高等教育的逐步普及,高校贫困生群体的数量已明显增长,他们的生活和学习状况已经越来越成为我们关注的问题。机电工程系作为桂林电子科技大学信息科技学院的一个大系,贫困生数目比例也较大,本文在对本系贫困生进行抽样调查的基础上,首先分析了我院形成贫困生的原因,对目前我院机电工程系贫困生现状进行了简要阐述,接着在此基础上,对我院目前贫困生帮扶制度存在的问题做了深度剖析,列举了"八大不足",最后,提出了构建完善信息科技学院机电工程系贫困帮扶体系的观点。     

企业文化对员工心理契约的影响机制研究——以某高科技上市公司为例

本文的基本观点是,企业文化是通过影响员工心理契约的形成而发挥作用的。本研究发现,企业文化是员工心理契约形成的更一般性的基础,企业文化的特征将决定员工心理契约的性质。我们认为,员工心理契约是一个平衡结构,员工责任和组织责任在内容和强度上都需要平衡。     

心理契约在企业核心员工流失中的作用及其构建

人力资源是企业发展的第一要素,降低核心员工流失率是让众多管理者头疼的事情。合理的流失率有利于企业保持活力,但如果流失率过高,企业将不仅蒙受直接损失(包括替换成本、培训成本等),而且影响企业工作的连续性和其他人员的稳定性。本文针对此问题探讨了心理契约在企业的核心员工流失中的作用及其构建。     

谈高职学生的心理健康教育

当前,大学生心理健康问题比较突出,已逐渐成为社会关注的焦点。从针对高职学生的心理健康状况的调查中我们可以发现他们心理方面的主要问题,由此寻求问题形成的原因和解决方法。心理健康教育工作应服务于解决高职学生心理问题,向高职学生提供有利的信息,不断改善高职学生的心理健康教育的方式方法,以更好地帮助高职学生解决心理健康问题。