Facilitators and inhibitors of the transfer of knowledge between scientists and practitioners in human resource management: Leveraging cultural, individual, and institutional variables

Latham, Gary P.; Latham, Soosan D.

doi:10.1080/13594320344000084

Cited by 18 publications

(21 citation statements)

References 7 publications

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“…First, HRM journals and conferences have elicited the use of collaborative networks to link the academic HRM community more closely to HRM practice (Keegan & Francis, ; Samnani & Singh, ; Zhang, Levenson, & Crossley, ). Second, HRM scholars are promoting deep structural and cultural changes, for example, incorporating practitioners in their editorial boards (Cohen, ; Latham & Latham, ; Starkey & Tempest, ; Tushman, O'Reilly, Fenollosa, Kleinbaum, & McGrath, ). Third, some HRM scholars are importing and adapting Mode 2 research approaches from the broader management literature (Argyris, Putnam, & Smith, ; Bartunek, ; Glaser & Strauss, ; Rousseau, ).…”

Section: Introductionmentioning

confidence: 99%

“…First, HRM journals and conferences have elicited the use of collaborative networks to link the academic HRM community more closely to HRM practice (Keegan & Francis, 2010;Samnani & Singh, 2013;Zhang, Levenson, & Crossley, 2015). Second, HRM scholars are promoting deep structural and cultural changes, for example, incorporating practitioners in their editorial boards (Cohen, 2007;Latham & Latham, 2003;Starkey & Tempest, 2005;Tushman, O'Reilly, Fenollosa, Kleinbaum, & McGrath, 2007).…”

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confidence: 99%

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Conducting Mode 2 research in HRM: A phase‐based framework

Guerci

Radaelli

Shani

2018

Human Resource Management

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Recent studies in the field of human resource management (HRM) have highlighted that current research is mostly performed and consumed by academics, and is driven by theoretical and disciplinary concerns rather than practical ones. This debate has invoked the need to produce more Mode 2 research in the HRM field, that is, research driven by practical problems that integrate collaborative efforts by academics and practitioners. Yet, guidelines on how academics and practitioners may implement Mode 2 research remain disjointed and incomplete. Our study provides a phase‐based collaborative‐based framework for the implementation of Mode 2 research in the HRM field, in ways that both academic rigor and practical relevance are achieved. Our framework is informed by a comprehensive review of previous Mode 2 research, within and outside the HRM field. The proposed framework details four macro‐phases: the codevelopment of research questions with practitioners; the design of collaborative spaces and mechanisms; the design and management of double‐loop iterative research processes; and finally the academic and practice legitimization of Mode 2 outcomes. Our framework has the objective to support HRM researchers and practitioners, as well as relevant institutions and gatekeepers in the design, implementation, education, and assessment of Mode 2 research.

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Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

Conducting Mode 2 research in HRM: A phase‐based framework

Guerci

Radaelli

Shani

2018

Human Resource Management

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“…Another benefit of making a presentation at SIOP is the possibility of subsequent collaboration between a scientist and a practitioner (e.g., Brown & Latham 2018, Latham & Latham 2003. 13 Mitchell reminded me that Naylor initially wanted us to present either proposals or research that was still in process in order to receive constructive feedback.…”

Section: Scholarly Societiesmentioning

confidence: 99%

Perspectives of a Practitioner-Scientist on Organizational Psychology/Organizational Behavior

Latham

2019

Annu. Rev. Organ. Psychol. Organ. Behav.

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In this article I comment on areas where I agree/disagree with the five previous perspectives on organizational psychology/organizational behavior (OP/OB). This is followed by a dire prediction of the future for OP doctoral programs, criticisms of the journal editorial processes and the overemphasis on deductive theory building, the value of qualitative analyses and enumerative reviews, the importance of mentors for advancing one's career, and the strengths and weaknesses of our scholarly societies. The article ends with a call for improving the balance currently in favor of scientists at the expense of practitioners.

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“…While high adoption of EBM in OB was predicted a priori, the relatively high adoption in HRM (which was not predicted) makes considerable sense after the fact. Several of the proponents of EBM in OB (e.g., Latham, Locke, & Pfeffer) have written about EBM in the context of HRM as well (Latham & Stuart, 2007;Latham & Latham, 2003;Pfeffer & Sutton, 2006). In addition, there is a considerable body of literature about the research-practice gap in HRM (M. Burke, Drasgow, & Edwards, 2004;Cohen, 2007;Hutchins & L. Burke, 2007;Latham, 2007;Rynes et al, 2002;Rynes, Giluk, & Brown, 2007), a research area that is closely related to EBM in its concern for moving research findings into practice.…”

Section: Figure 2 Relationship Between Size Of Academy Of Management mentioning

confidence: 99%

Teaching Evidence-Based Management in MBA Programs: What Evidence Is There?

Charlier

Brown

Rynes

2011

Academy of Management Learning &Amp; Education

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We examine the degree to which required management courses in U.S.-based MBA programs make reference to the emerging evidence-based management (EBM) movement. More than 800 required management course syllabi from 333 programs were reviewed for either explicit reference to the concept of EBM, or verbiage within course descriptions that was consistent with teaching evidence-based management principles. In addition, instructor, course, and institution-level characteristics were examined as potential correlates of references to EBM. Using a liberal operationalization of EBM (i.e., keywords or phrases that are consistent with evidence-based management principles), results suggest that approximately 25% of core MBA management courses utilize EBM in some form. However, there are substantial differences across categories of course content and depending on whether the instructor has a PhD. Evidence-based management-consistent syllabi are most prevalent at the MBA level in organizational behavior and least in international management and entrepreneurship. Suggestions for future research, as well as an exemplary course description from an EBM syllabus, are offered.

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Facilitators and inhibitors of the transfer of knowledge between scientists and practitioners in human resource management: Leveraging cultural, individual, and institutional variables

Cited by 18 publications

References 7 publications

Conducting Mode 2 research in HRM: A phase‐based framework

Conducting Mode 2 research in HRM: A phase‐based framework

Perspectives of a Practitioner-Scientist on Organizational Psychology/Organizational Behavior

Teaching Evidence-Based Management in MBA Programs: What Evidence Is There?

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