With data from 33 nations, we illustrate the differences between cultures that are tight (have many strong norms and a low tolerance of deviant behavior) versus loose (have weak social norms and a high tolerance of deviant behavior). Tightness-looseness is part of a complex, loosely integrated multilevel system that comprises distal ecological and historical threats (e.g., high population density, resource scarcity, a history of territorial conflict, and disease and environmental threats), broad versus narrow socialization in societal institutions (e.g., autocracy, media regulations), the strength of everyday recurring situations, and micro-level psychological affordances (e.g., prevention self-guides, high regulatory strength, need for structure). This research advances knowledge that can foster cross-cultural understanding in a world of increasing global interdependence and has implications for modeling cultural change.

Purpose -The purpose of this study is to test the relationships of learning, organizational commitment and talent retention across managerial generations in Europe. Design/methodology/approach -Hypotheses are developed to explain the influence of learning and organizational commitment on talent retention across generations. A total of 1,666 European managers completed a survey on these issues. Depending on year of birth, they were categorized into four generational cohorts. Their answers were analyzed with statistic procedures. Findings -Findings reveal that younger generations are less willing to remain in the same organization and have lower organizational commitment. The youngest generations (Early and Late Xers, born 1960 and after) show stronger learning orientation and lower organizational commitment than older generations (Early and Late Boomers, born 1946-1959). Learning orientation predicted the intention to remain in the same organization for Early Xers and Late Xers. Organizational commitment mediated this relationship. For Late Boomers and Early Xers, it mediated the relationship between specific leadership development intentions and intention to stay. Research limitations/implications -Managerial, job-related learning is confirmed as an important antecedent for the intention to stay/leave one's current organization. The differential meaning of learning and commitment across generations needs to be better understood in order to develop effective strategies for the retention of talent in all generations. In particular, differences in the psychological contract between organizations and their managers need to be understood. Practical implications -The findings suggest an approach of generation-specific HR practices for talent retention. Originality/value -The study is one of the first to date to address leadership development and learning orientation in the context of talent retention, as well as one of the first to address the discussion of generational challenges in Europe and across the specific population of people in managerial roles.

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PurposeThe literature on corporate responsibility (CR) increasingly recognizes the importance of leadership in support of organizational change. This is particularly the case when CR provides the basis for the business contribution to sustainable development, which is understood to involve organizational and social innovation leading to change. The paper draws on theoretical and empirical studies to examine leadership for CR as a particular example of management innovation.Design/methodology/approachThe paper develops a model of leadership for CR as the business contribution to sustainable development by confronting and integrating the literatures on management innovation and leadership for CR. The proposed model is consistent with the direction, alignment, commitment (DAC) framework that fosters a culture of organizational leadership relevant to the specific case of business and sustainable development.FindingsThe process model described in the paper connects leadership in organizational change with literature on management innovation. The paper draws on theoretical and empirically grounded literature on management, corporate responsibility and organizational psychology. It puts forward a sequence of mechanisms that contribute to successful change and discusses how they are linked. This sequence provides a process model of leadership practices for CR as the business contribution to sustainable development viewed as a particular form of management innovation, which involves the advancement of leadership practices for CR as organizational and social change.Research limitations/implicationsThe model is useful as a reference to practice and as a basis for leadership development. In terms of theory the model needs to be more thoroughly tested in empirical settings to understand better the interdependencies between leadership practices for CR and management innovation.Originality/valueThis process model is the first attempt to develop a comprehensive understanding of CR in a management innovation framework. In doing this it moves beyond the recent focus on leadership skills and competences of individuals.

A climate for work resumption and its implications for personnel management practices to reduce/prevent workers to remain in absence leave when the medical symptoms have disappeared are discussed.

Knowledge-intensive firms (KIFs) have been the subject of growing interest from researchers. However, investigations into the comparative experiences of men and women in KIFs remain sparse, and little is known about women's participation in the processes of innovation and knowledge exchange and combination that are core features of KIFs. We report on the findings of a study in the UK and Ireland involving 498 male and female knowledge workers in KIFs. Despite equal levels of qualification and experience, women are more likely to be in lower status and more insecure jobs. They also predominantly occupy roles featuring less variety and autonomy than men and, despite comparable levels of knowledge exchange and combination, are less likely to be in a position to translate this into the innovative work behaviours necessary for career advancement. Our findings suggest that women's experiences of and participation in knowledge processes within KIFs differ fundamentally from men's.

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