During the COVID‐19 pandemic, universities worldwide are going into ‘emergency mode’—radically transforming education by switching to online and e‐learning education. In the face of these emergent changes, many academic teachers who are unwilling to use e‐learning or who lack the appropriate competences are suddenly being forced to teach via electronic devices and the Internet. But how will this COVID‐19 forced e‐learning influence academic teachers' motivation and performance? In this conceptual paper, drawing from Job Characteristics Theory—a model of human work motivation, we would like to discuss the possible changes in six motivational job characteristics of the academic teacher's job (task identity, task significance, skill variety, feedback, autonomy, social dimensions of the work) caused by COVID‐19 forced e‐learning. Our concise conceptual elaboration might spark a debate on the possible unintended consequences of COVID‐19 forced e‐learning.
Online learning helps to continue education in the face of Covid-19 lockdowns and social isolation, but it might largely change characteristics of academic teachers’ jobs and, thus, have some unintended consequences for teachers’ motivating job potential. In this study, using a convenience sample of 202 academic teachers, we tested and supported the hypothesis that academic teachers perceived their motivating job potential as lower during the forced Covid-19 e-learning than before it. We also provided evidence that motivating potential of work during the forced Covid-19 e-learning is associated with work engagement and job satisfaction. Moreover, we provided a modicum of evidence that the relationship between the motivating job potential and academic teachers’ job satisfaction might be moderated by teachers’ assessment of university management actions during the Covid-19 situation, such that this association seems to be stronger among teachers who more positively assess university management. Our results provided initial evidence of possible unintended consequences of the pandemic-forced e-learning for academic teachers. Therefore, we suggested that socially sustainable e-learning required not only concentration on students and organizations of the education process but also on improving the teachers’ motivating job potential.
Objective: The article is an attempt to make a diagnosis about the impact of the Covid-19 pandemic on HR practices including recruitment and selection, remote working, motivating employees, re-skilling and communicating. This theoretical study is a kind of revision and discussion with the “future trends in HR” predicted a few years ago before pandemic.Methodology: The research method was a review of the most recent research findings from business practice and from scientific literature concerning the impact of the pandemic on various fields of human resource management. Due to the growing flood of media information, the authors wanted to select the most updated HR practices implemented in organizations from the reliable and acknowledgeable sources.Findings: The biggest challenges for HR after COVID-19 will be: restructuring the place of work and the content of work, applying more advanced technology to recruitment, selection and performance; more interests, appreciation and motivation from managers will be needed as well as building trust, a sense of belonging among team members. The list of benefits will be revised towards enhancing mental health and well-being. The reality after the pandemic will require new competencies from managers and employees so re-skilling and re-training are the most expected approaches.Value Added: This article is becoming an important voice on the impact of a pandemic on the HR practices. The emerging and current results of research on HR trends will allow targeting education systems and equipping employees with the most predictable competences which will be useful in the era after the pandemic.Recommendations: The COVID-19 turmoil has changed the prepared strategic plans for development of many organizations. This external factor hardened all continents and built new reality where some tips and recommendation are highly welcome. Thus, we proposed few revisited personnel solutions which HR professionals may implement. We also invite other scholars to research the pandemic impact on many multidimensional levels: economic, political, social, technological, ethical ones.
The globalized world economy demand increasing global mobility and flexibility in the workplace and workforce. More and more skilled individuals seek international career opportunities. Thera are various mobile employees in the international context [OECD] among which are migrants, assigned expatriates (AE) and self-initiated expatriates (SIE). Many people experience international mobility through migration or as part of an expatriate assignment [Banai, Harry 2004; Capellen, Jansenss 2010; Dickman, Doherty 2010; Zikic et all 2010]. Yet an increasing number are choosing self-initiation expatriation [Bozionelos 2009; Selmer, Lauring 2010; Tharenou 2010; Doherty et all, 2013]. The purpose of this article is to enhance the conceptual coherence of the notion of migrant and assigned expatriate (AE) and self-initiated expatriate (SIE). Proposed definitions are based on a set of conceptual criteria which differentiates these three types of international movers.
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