Redesigning, Redefining Work

Correll, Shelley J.; Kelly, Erin; O’Connor, Lindsey Trimble; Williams, Joan C.

doi:10.1177/0730888413515250

Cited by 116 publications

(116 citation statements)

References 45 publications

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“…This has emphasized the need for responses both to the problems for motivation and well-being that derive from poor work design and to the expansion of low-skilled poor-quality jobs as a result of the polarized nature of occupational change (Kalleberg, 2011;Appelbaum, 2012;FernandezMacias, 2012;Correll, Kelly, O'connor, & Williams, 2014). 6 While there has been recognition in discussions of work redesign of the role of participation in reducing varied sources of stress in the work environment (inter alia: Chandola, 2010;Gallie & Zhou, 2013b;Perlow & Kelly, 2014;Glavin & Schieman, 2012), there has been little research to date, based on representative samples of employees, of its implications for skill enhancement.…”

Section: Resultsmentioning

confidence: 99%

Direct Participation and Employee Learning at Work

Inanc

Zhou

Gallie

et al. 2015

Work and Occupations

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The creation of a learning environment at work has been seen as an essential concomitant of the growth of an advanced economy. This article explores the implications of direct participation for different types of employee learning, drawing upon the British Skills and Employment Surveys of 2006 and 2012. It confirms that direct participation is strongly associated with enhanced learning opportunities at work but finds important differences in the benefits of specific forms of direct participation. Moreover, direct participation was found to be particularly important for those in less favorable work contexts with respect to technological level and skill.

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Section: Resultsmentioning

confidence: 99%

Direct Participation and Employee Learning at Work

Inanc

Zhou

Gallie

et al. 2015

Work and Occupations

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“…A rugalmas munkavégzésnek két -vállalati, illetve munkavállalói -típusa különíthető el (Beckers et al 2012;Correll et al 2014;Eurofound 2005). Az előbbi olyan munkaidőt jelent, amely a vállalat tevékenységének és/vagy a vezető utasításának függvényében -akár előre nem kiszámíthatóan ("just-in-time scheduling") -módosul.…”

Section: Atipikus Foglalkoztatásunclassified

“…Napjainkra a hosszú munkaidő ("long work hours"/"overwork") szinte elválaszthatatlan jellemzőjévé vált a vezetők és a magasan kvalifikált dolgozók munkavégzésének (Bradley DOI: 10.14267/phd.2015028 19 et al 2002;Correll et al 2014;Hakim 2006). E pozíciókban az időbeosztás sokszor alakul előre nem kiszámítható módon, a munka nagyobb felelősséggel, erősebb érzelmi elköteleződéssel, így fokozottabb stresszérzettel is jár.…”

Section: Atipikus Foglalkoztatásunclassified

“…Hakim (2006) szerint nem véletlen, hogy a női vezetők között igen magas a gyermektelenek aránya, az anyák a lojalitás munkaidő-ráfordítás dimenziójában nem "versenyképesek". Emellett a hosszabb munkaidőben dolgozó gyermekes nők megítélése sem kedvező, a társadalmi környezetük "rossz anyaként" tekinthet rájuk (Correll et al 2014). …”

Section: Atipikus Foglalkoztatásunclassified

“…A legtöbb kutatás megerősíti, hogy a vezető beosztást a hosszú munkaidő és túlóra jellemzi (Bradley et al 2002;Correll et al 2014;Hakim 2006).…”

Section: öSszefoglalásunclassified

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A női munkavállalás hatása a napi időfelhasználásra

Sebők¹

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Gender and Work

Williams

Neely

2015

Emerging Trends in the Social and Behavioral Sciences

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In this course, we explore men's and women's roles as productive and reproductive laborers, historically and contemporarily. Our goal is to understand the dynamisms -i.e., the creation, reinforcement and challengeof gender (in)equality in and outside of the home. The salience of other "axes of difference" (e.g., class, race, ethnicity) are also considered as critical factors in shaping the variable work experiences of men and women. Towards these ends, we will examine a wide array of empirical material and theoretical debates with a focus principally upon North American societies regarding: domestic labor; emotional labor; the relationship(s) between gender, organizations and bureaucracy; sexual harassment; gender-based segregation and stratification; and finally, work-family policy. Course Materials ! CoursepackThe coursepack (prepared by Eastman Systems, Inc.) is available at the McGill University bookstore. A copy of the coursepack is also on reserve in the McLennan-Redpath library.Additionally, I will be utilizing WebCT Vista to make available handouts, exam review sheets, etc…, so please check the course site on a regular basis. Course Organization and Requirements Class format:Lectures not only cover material from the readings, but also material which is not in the readings. So, while attendance is not mandatory, it is in your interest to attend lecture. Additionally, in order to be best prepared, you should do the readings as scheduled (see the "course schedule" below). This will enable you to better follow my lectures and to most effectively synthesize lecture and reading materials.CONFERENCES: On Fridays conferences will be held. No sign up is necessary. You must attend six conferences in order to receive credit (i.e., 5% of your final grade). Should you attend any less than six you will receive no credit.Note: On the Friday following the midterm, no conference will be held. Also, on Friday, April 10 th no conference will be held due to the Easter holiday; however, a substitute conference will be held on Tuesday, April 14 th . ReadingThese are the kinds of questions you should be thinking about as you are doing your reading for this course in order to best mentally process the materials:

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Redesigning, Redefining Work

Cited by 116 publications

References 45 publications

Direct Participation and Employee Learning at Work

Direct Participation and Employee Learning at Work

A női munkavállalás hatása a napi időfelhasználásra

Gender and Work

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