Based on conservation of resources theory, this study examined the impact of two stressors: abusive supervision, an interpersonal stressor; and technology work overload, a contextual stressor, on job strain and perceived organizational support. These linkages have not been previously examined, but are of importance for managing employees who complete work on their computers. In a sample of 219 technology end users from a wide range of jobs and industries, we found that both of the stressors we examined had negative impacts on desired outcome variables.Additionally, we found that human resource management effectiveness moderated these relationships. These findings have important implications for theory and application which are discussed. Limitations and directions for future are also offered.
Police culture can be extremely powerful and may dictate many of the behaviors required of an officer. Some behaviors may be perceived as stigmatizing and engagement in these activities can cause the officer to feel ostracized. Using the Conservation of Resources Theory, this research attempted to shed some light on the perceived effect of using certain benefits and if this perception led to benefit avoidance (BA). This research also explored some potential antecedents of BA (e.g. supervisory support). Results showed that officers do perceive a negative effect related to BU and perceived supervisory and organizational support do impact BA.
The Case for Flexibility Teaching Notes This instructor's guide provides a roadmap and information to assist teachers. The student workbook appears as a separate section following the teaching notes. Purpose of the Study/Simulation This case is targeted to undergraduate business majors in a human resource course. This case is designed as a supplement to a lesson/lecture on compensation and benefits, work/life balance and flexible work arrangements (FWAs) to advance students' knowledge, understanding and experience about these issues. Learning Objectives Students will learn about board governance and leadership; chain of command; flexible work arrangements; and resistance to change. Students will have the opportunity to apply HR theory to real-world situations to gain relevant insight about the ramifications of these policies on the employee and the organization. Finally, the case is set in the nonprofit sector to develop students' knowledge and awareness of the nuances of this sector, which is typically not a focus in most business courses. Instructions on Conducting the Simulation Students are presented with a scenario and an interactive simulation as a basis to discuss a nonprofit organization's struggle to compete with for-profit organizations to attract and retain a talented workforce. Specifically, this case focuses on employees' desire for flexible work arrangements and the employer's resistance to change in the way she manages her human resources. The case is designed for maximum participation in classes which vary in size and profile. The case is interactive and experiential and should create opportunities to engage students. Students are introduced to the challenge through a vignette that describes the organization and the dilemma surrounding flexible work arrangements. A group of students will serve as members of the board's personnel committee to make recommendations to resolve this issue. The personnel committee will present its recommendation to the board for their consideration and decision. Following the simulation, students will participate in a debrief discussion guided by case questions. There are a variety of ways to address these questions-student presentations, small group discussions, takehome assignments, etc. Sample answers (common responses that an instructor might expect to hear during the debriefing) follow each question, but because several questions are based on individual judgment and experience, there are other correct answers as well. Students are provided the following: a. The scenario outlining the HR issue and actions preceding the simulation. b. Roles for all key simulation participants including the executive director, board chair, personnel committee members, board of directors and consultants. c. Pre-simulation assignment including a roster of suggested readings. d. Background on nonprofit boards (PowerPoint handout). e. The simulation. f. Debrief questions. To make this the best possible learning experience, students should research the topic. Their successful participation...
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