As the use of outsourcing as a staffing strategy continues, it is important to understand how the landscape of human resource management shifts in response to this strategy. Much of the existing outsourcing research in human resource management and organizational behavior has examined individuallevel responses. In this article, we use this research to identify the outsourcing-related challenges facing HR professionals in both the service provider and client organizations as they strive to attract, motivate, and retain high-performing employees and explore HR practices that may help achieve organizational goals. Areas in need of additional research are also identified. H Hu um ma an n R Re es so ou ur rc ce e M Ma an na ag ge em me en nt

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PurposeThe purpose of this paper is to offer an approach to global business education that offers a transformative experience for students and results in greater confidence and expertise.Design/methodology/approachA model of global business competence is described, as well as an approach to global business education involving a short‐term study abroad experience. Transformational learning practices were embedded in the course design. Surveys were collected at two different times in the short‐term study abroad course to demonstrate changes in students' confidence and expertise. The first survey was conducted after completing reading assignments and classroom‐based instruction (Time 1) and the second was collected upon returning from the study abroad experience (Time 2).FindingsResults indicated a significant change in students' perceptions of their global business competence from Time 1 to Time 2, indicating the benefits of the short‐term study abroad experience beyond classroom instruction and readings.Research limitations/implicationsFurther clarification regarding the specific short‐term study abroad experiences that had the most impact on student outcomes would further our knowledge of how to design and structure these experiences to maximally enhance global business expertise and effectiveness for business students. In addition, future research may explore longer‐term student outcomes as a result of the short‐term study abroad experience.Practical implicationsBusiness school faculty and administrators may identify practices described in this study that they could incorporate to enhance their global business education courses or study abroad experiences.Originality/valueThis paper builds on transformational learning and global business literature to provide a practical approach to graduate business education. A framework for defining global business competence and pedagogical design principles that promote transformational learning is offered and may be of interest to business school faculty and administrators.

With the growing use of personality tests as predictors of job performance, the reliable measurement of these personality variables has become important to selection researchers and practitioners. Metatrait researchers have examined the possibility that personality traits are not equally relevant for all people. This study sought to examine whether considering the relevance of a trait to an individual (i.e., traitedness) would enhance the predictive validity of a measure. Specifically, traitedness was expected to moderate the relationship between predictor and criterion scores such that the predictor‐criterion relationship would be stronger for traited than for untraited individuals. Consistent with this hypothesis, a strong moderating effect was found for traitedness between a measure of personality and an objective criterion. Contrary to what was predicted, traitedness only provided incremental validity, above personality, for supervisor ratings of job performance.

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