Numerous studies have investigated human resources as a source of sustained competitive advantage, indicating that the high-performance work systems created by certain human resource development and human resource management practices lead to greater firm performance. Though the mechanism by which this link exists remains a ‘black box,’ substantial evidence shows organizations benefit by adopting the human resource development and human resource management practices that lead to high-performance work systems. We discuss two divergent perspectives, institutional theory and resource-based view, and their impact on high-performance work systems. We argue that organizations adhering to tenets of institutional theory experience isomorphism in certain human resource development and human resource management practices, whereas resource-based view attributes create ways that firms differentiate their practices. We posit that to be competitive firms must balance the push–pull effect of institutional pressure with that of resource-based view differentiation.
Purpose
Previous research on negotiation skills has focused mostly on the negotiation itself and tactics used when bargaining, while little research has examined the process by which people become effective negotiators. The purpose of this paper is to develop an initial model from an intra-organizational perspective to outline the factors that contribute to the development of negotiation skills and behaviors by employees.
Design/methodology/approach
This conceptual paper relies on prior research and existing theory to focus on the types of developmental and learning experiences and processes that lead to the acquisition of three specific types of key negotiation skills and behaviors.
Findings
Distributive, integrative, and adaptable negotiation skills are developed most effectively via different learning and development activities, respectively. Additionally, unique individual difference and situational variables could contribute to particular negotiation behaviors, either directly or via an interaction with developmental experiences.
Practical implications
The paper proposes a model for future testing in which results can provide support for tailored/customized training and development of employee negotiation skills. Providing the correct people with the correct tools in the correct manner is always desirable by practitioners.
Originality/value
This proposed holistic model provides new insights, structure, and suggestions for more research on factors that lead to negotiation skill development and exhibition of effective negotiation behaviors. This paper goes beyond description of negotiation tactics and addresses the various negotiation contexts and the unique skills needed for each. Most importantly, the paper addresses how those skills are uniquely and most effectively developed.
This investigation of proactive personality focused on life satisfaction during a 10-year period in which people went from being full-time employees to being fully retired. The study contributes at the intersection of the literatures on proactive personality, careers, retirement, and life satisfaction. In a sample of 118 recent retirees across the U.S. workforce (mean age ¼ 65), personality was correlated with assessments of life satisfaction over the prior 10-year period and a variety of control variables (individual, household, and previous job) were included so that we could examine the incremental and unique effects of proactive personality. Proactive people were more satisfied during this critical period of life. This was true whether differences in life satisfaction included or excluded differences in career satisfaction during that time. We discuss future research implications and potential practical implications for enhancing satisfaction during a life stage in which proactive behavior may be beneficial.
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