The Quality Management Sourcebook

Avery, Christine; Zabel, Diane (business)

doi:10.4324/9780203071199

Cited by 10 publications

(27 citation statements)

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“…Further, work schedule flexibility may directly affect perceptions of an organization's attractiveness. Work schedule flexibility refers to non‐traditional variability in work schedules, allowing for less rigid attendance requirements (Avery and Zabel, 2001). This flexibility should allow for individuals with home or family obligations to participate in their job without additional stress from juggling home and work life.…”

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confidence: 99%

“…This flexibility should allow for individuals with home or family obligations to participate in their job without additional stress from juggling home and work life. Job flexibility enhances the retention of employees who are in need of more flexible job arrangements, as well as decreases stress in workers who have access to flexible arrangements (Avery and Zabel, 2001; Rama Devi, 2009; Shapiro et al , 2007).…”

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confidence: 99%

“…To date, empirical field research has been inconsistent concerning the effectiveness of work schedule flexibility plans on organizational outcomes (Avery and Zabel, 2001; Baltes et al , 1999; Scandura and Lankau, 1997). One explanation for these inconsistent findings is due to variation in types of work schedule flexibility programs, coupled with tendencies to examine work schedule flexibility as a universal homogenous construct.…”

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confidence: 99%

“…Traditionally, organizations with these programs set limited core hours where attendance is required, with remaining hours of attendance being more flexible. Management usually sets core hours, while flexible hours or “flexi‐time” is adjustable by employees (Avery and Zabel, 2001). Sloane and Gasteen (1989) found multiple definitions of work schedule flexibility were grouped as a homogenous construct and used to define organizations as flexible or not.…”

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confidence: 99%

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Perceptions of organizational attractiveness

Nadler

Cundiff²,

Lowery³

et al. 2010

Management Research Review

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PurposePast research on flextime programs often treat work schedule flexibility as a homogeneous construct. The purpose of this paper is to empirically demonstrate the relationship between different flexible work schedules and employee perceptions of organizational attractiveness.Design/methodology/approachParticipants (n = 655) reviewed a scenario with work schedule flexibility manipulated into one of eight consecutively more flexible schedules. Participants then rated the job offer within the scenario on organizational attractiveness.FindingsThe study found significant differences in organizational attractiveness based on the eight types of work schedule flexibility. The study's results supported categorizing flextime programs as heterogeneous constructs.Research limitations/implicationsThe study utilized scenarios reducing generalization to work situations. Participants were college students with a limited work experience and may have viewed organizational attractiveness based on expectations, not on experiences. Future studies should examine workforce populations and also examine different work schedule flexibility programs' effects on absenteeism and productivity.Practical implicationsThe study suggested that work schedule flexibility affects future employees' perceptions of organizational attractiveness. Attracting high‐quality employees is in the best interests of organizations and the effects of a flexible work schedule may begin before employees are hired.Originality/valueThe paper illustrates that different work schedule flexibility schedules, often labeled “flextime,” are perceived differently regarding organizational attractiveness. The paper further supports the notion that work schedule flexibility is a complex construct that cannot be examined using one broad term.

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confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Perceptions of organizational attractiveness

Nadler

Cundiff²,

Lowery³

et al. 2010

Management Research Review

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“…b) Etapa de diseño. Con esta etapa se pretende preparar el proceso de implantación de la gestión de calidad total y obtener el respaldo nítido de la dirección con el proyecto de trabajo; en ocasiones, dicha etapa se externaliza (Avery, 1997).…”

Section: Etapas De Un Modelo De Gestión De Calidad Totalunclassified

El papel de la formación de personal en el proceso e implantación de un sistema de calidad total

Valle¹,

Castillo²

2009

CyA

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ESTE TRABAJO ANALIZA EL MODELO DE GESTIÓN DE LA CALIDAD TOTAL, HACIENDO ESENCIAL HINCAPIÉ EN LAS ETAPAS NECESARIAS PARA EL DESARROLLO DEL SISTEMA, CONCRETAMENTE EN LA ETAPA DE IMPLANTACIÓN, EN LA QUE DESTACA LA IMPORTANCIA DE LAS POLÍTICAS DE RECURSOS HUMANOS ELEGIDAS POR LAS ORGANIZACIONES PARA BUSCAR EL COMPROMISO Y APOYO DE TODO EL PERSONAL. DENTRO DE LAS POLÍTICAS SE HA DESTACADO LA FORMACIÓN DE PERSONAL, ESTABLECIENDO COMO HIPÓTESIS LA EXISTENCIA DE RELACIÓN ENTRE ÉSTA Y EL SISTEMA DE CALIDAD TOTAL. PARA EL CONTRASTE DE LA HIPÓTESIS FORMULADA, SE HA ELEGIDO EL SECTOR DE LAS EMPRESAS DE SEGURIDAD PRIVADA EXISTENTES EN ESPAÑA, DEDICADAS A LA VIGILANCIA, CON UNA MUESTRA DE 40 EMPRESAS PARA LAS QUE SE HA OBTENIDO UN TOTAL DE 200 OBSERVACIONES.

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Working remotely: How organizational leaders and HRD practitioners used the experiential learning theory during the COVID‐19 pandemic?

Jackson

2022

New Horiz Adult Ed & HR Dev

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The COVID-19 pandemic changed how organizational leaders managed their staff and handled operations. As those operational changes were implemented, the experiential learning theory (ELT) was practiced by the leaders, staff, and human resource development (HRD) practitioners. In general, employees' operational practices were created to work in a building and not remotely. The normalcy of driving to the workplace changed for many employees to work from any remote location. The purpose of this article is to highlight how ELT helped organizational leaders and HRD practitioners adapt during the COVID 19 pandemic. Many employees did not think that work in their profession could be completed remotely, but when a worldwide pandemic occurred, organizational leaders and HRD practitioners were ingenious and practiced ELT to stay open for business. K E Y W O R D S adult learning, COVID-19, experiential learning theory, telecommuting, working remotelyThe COVID-19 pandemic caused every industry to either shut down, suspend, or slow down its operations. Many industries postponed their operations, resulting in organizational leaders and human resource development (HRD) practitioners to indirectly practice the experiential learning theory (ELT) as they restructured their operational procedures for their employees to work remotely. Prior to the COVID-19 pandemic, selected industries permitted a few of their employees the convenience to work remotely (Dingel & Neiman, 2020;Miles, 2018;Robertson, 2001). Once the COVID-19 pandemic struck, over 70% of the US employee labor force was compelled to work remotely for their safety (Dingel & Neiman, 2020). The normalcy of employees driving to the workplace to complete a job task changed for many employees to work from their dining room table, a spare room, the bedroom, or any location where they could connect to the Internet.Many organizational leaders were perplexed on how to operate during the COVID 19 pandemic because their contingency plans did not presume that over 50% of their employees would be working remotely (Benton & Mercier, 2020;Dingel & Neiman, 2020). Research has shown that employees working remotely may positively and negatively affect organizations (Dingel & Neiman, 2020). When detrimental situations occur, organizational leaders will rely on experiential learning to restructure their operational practices to stay in business. This article purposely highlights the innovative approaches that organizational leaders and HRD practitioners used to sustain their operations during the COVID 19 pandemic. Moreover, this article acknowledges the various unplanned ELT resourceful approaches that were beneficial for organizations.

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The Quality Management Sourcebook

Cited by 10 publications

References 0 publications

Perceptions of organizational attractiveness

Perceptions of organizational attractiveness

El papel de la formación de personal en el proceso e implantación de un sistema de calidad total

Working remotely: How organizational leaders and HRD practitioners used the experiential learning theory during the COVID‐19 pandemic?

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