Helen Shipton

Twelve steps to heaven: Successfully managing change through developing innovative teams

In this article we propose that work teams implement many of the innovative changes required to enable organizations to respond appropriately to the external environment. We describe how, using an input – process – output model, we can identify the key elements necessary for developing team innovation. We propose that it is the implementation of ideas rather than their development that is crucial for enabling organizational change. Drawing on theory and relevant research, 12 steps to developing innovative teams are described covering key aspects of the team task, team composition, organizational context, and team processes.

When promoting positive feelings pays: Aggregate job satisfaction, work design features, and innovation in manufacturing organizations

This study investigates the relationship between aggregate job satisfaction and organizational innovation. In a sample of manufacturing companies, data were gathered from 3717 employees in 28 UK manufacturing organizations about their job satisfaction and aggregated to the organizational level. Data on innovation in technology/processes were gathered from multiple respondents in the same organizations 24 months later. The results revealed that aggregate job satisfaction was a significant predictor of subsequent organizational innovation, even after controlling for prior organizational innovation and profitability. Moreover the data indicated that the relationship between aggregate job satisfaction and innovation in production technology/processes was moderated by two factors: job variety and a commitment to “single status”. Unlike previous studies, we conceptualize job satisfaction at the aggregate rather than the individual level and examine innovation rather than creativity. We propose that where the majority of employees experience job satisfaction, they will endorse rather than resist innovation and work collaboratively to implement as well as to generate creative ideas.

Cohesion or Confusion? Towards a Typology for Organizational Learning Research

The study of organizational learning is no longer in its infancy. Since Cyert and March first introduced the notion in the early 1960s, a plethora of books and journal publications have presented their own interpretations of the meaning and significance of the term. Despite such endeavours, there is little common agreement about what organizational learning represents and how future research may build cumulatively upon the many diverse ideas articulated. The intention here is by no means to address these issues, which have been comprehensively examined elsewhere. The purpose is rather to compare and contrast approaches in order to analyse similarities and dissimilarities, together with research challenges, for each approach. This is achieved by presenting a comparative framework to categorize the literature according to (a) its prescriptive/explanatory bias and (b) in line with the level of analysis, examining whether there is a focus on the organization as a whole or upon individuals and their work communities instead. The review concludes by presenting some preliminary suggestions for cross-quadrant research.

Management of human resource in Oman

This paper provides an overview of the scenario of management of human resources and the factors influencing the same in the Sultanate of Oman. The initial section of the paper builds the case for investigating HRM practices in the Omani context. This is followed by an analysis of the background information and aspects of social environment of the Sultanate of Oman along with key national initiatives that are likely to influence the take-up and endorsement of HRM in Oman. Next, research evidence in support of key issues related to management of human resources is presented, and conclusions are drawn by analysing the significance of the reported findings. This is done by considering the current situation in Oman and by assessing key challenges for the future.

The impact of leadership and quality climate on hospital performance

OBJECTIVE To explore the relationship between leadership effectiveness and health-care trust performance, taking into account external quality measures and the number of patient complaints; also, to examine the role of care quality climate as a mediator. DESIGN We developed scales for rating leadership effectiveness and care quality climate. We then drew upon UK national indices of health-care trust performance-Commission for Health Improvement star ratings, Clinical Governance Review ratings and the number of patient complaints per thousand. We conducted statistical analysis to examine any significant relationships between predictor and outcome variables. SETTING The study is based on 86 hospital trusts run by the National Health Service (NHS) in the UK. The data collection is part of an annual staff survey commissioned by the NHS to explore the quality of working life. PARTICIPANTS A total of 17,949 employees were randomly surveyed (41% of the total sample). RESULTS Leadership effectiveness is associated with higher Clinical Governance Review ratings and Commission for Health Improvement star ratings for our sample (beta = 0.42, P < 0.05; beta = 0.37, P < 0.05, respectively), and lower patient complaints (beta = -0.57, P < 0.05). In addition, 98% of the relationship between leadership and patient complaints is explained by care quality climate. CONCLUSIONS Results offer insight into how non-clinical leadership may foster performance outcomes for health-care organizations. A frequently neglected area-patient complaints-may be a valid measure to consider when assessing leadership and quality in a health-care context.

Learning in manufacturing organizations: what factors predict effectiveness?

This paper argues that it is possible to identify factors which pre-dispose organizations to adopt effective learning strategies and processes. It is hypothesized that effective OL is associated with: profitability, environmental uncertainty, structure, approach to HRM and quality orientation. The study focuses on forty-four manufacturing organizations, and draws on longitudinal data gathered through interviews. The findings suggest that two of these variables - approach to HRM and quality orientation - are particularly strongly correlated with measures of OL. It is concluded that effective learning mechanisms, with the potential to improve the quality of OL processes, are more likely to be established in businesses where HRM and quality initiatives are well established.

Teamwork and organizational innovation: The moderating role of the HRM context

Evidence is accumulating on the role of teams in shaping a variety of business outcomes, but our knowledge on the effect of teamwork on organizational innovation is still evolving. This study examines whether the extent to which two staff groups are organized in teams (production staff and management/administrative staff) affects organizational innovation and whether human resource management (HRM) systems, which can be of facilitating or constraining nature, enhance the teamwork/innovation relationships. Hypotheses were tested with lagged and longitudinal data derived from 18 to 45 organizations from the UK manufacturing sector. Results suggest that the more widespread the use of teamwork in organizations, the higher the level of organizational innovation. Furthermore, this effect depends, particularly for production teams, on the overall quality of the HRM systems that exist in their organizations. Teamwork/innovation relationships are further moderated (for management and administrative teams) by an HRM practice that provides teams with time for thoughtful reflection. Thus, HRM systems can be of more or less facilitating or constraining nature for teams in organizations.

Is there a global model of learning organizations? An empirical, cross-nation study†

This paper develops and tests a learning organization model derived from HRM and dynamic capability literatures in order to ascertain the models applicability across divergent global contexts. We define a learning organization as one capable of achieving on-going strategic renewal, arguing based on dynamic capability theory that the model has three necessary antecedents: HRM focus, developmental orientation and customer-facing remit. Drawing on a sample comprising nearly 6000 organizations across 15 countries, we show that learning organizations exhibit higher performance than their less learning-inclined counterparts. We also demonstrate that innovation fully mediates the relationship between our conceptualization of the learning organization and organizational performance in 11 of the 15 countries we examined. It is the first time in our knowledge that these questions have been tested in a major, cross-global study, and our work contributes to both HRM and dynamic capability literatures, especially where the focus is the applicability of best practice parameters across national boundaries.

Sense-giving in health care: the relationship between the HR roles of line managers and employee commitment

In this article, we examine line manager prioritisation of HR roles and the consequences for employee commitment in a health-care setting. Our analysis is based on a quantitative, multi-actor study (509 employees and 67 line managers) in four Dutch hospitals. Using sense-giving as a theoretical lens, we demonstrate that, in addition to the effects of high commitment HRM, prioritising the Employee Champion role alone and the Employee Champion and Strategic Partner roles in combination is associated with higher employee commitment. We argue that through performing roles that are evocative of deep-seated values, such as excellent patient care and concern for others, line managers can have a positive effect on staff attitudes. In a sector often beleaguered by staff turnover, exhaustion and burnout, we offer an important, empirically based framework that has the potential to improve employee commitment and, from there, enhance performance.

Organizational learning and emotion: Constructing collective meaning in support of strategic themes

Missing in the organizational learning literature is an integrative framework that reflects the emotional as well as the cognitive dynamics involved. Here, we take a step in this direction by focusing in depth over time (five years) on a selected organization which manufactures electronic equipment for the office industry. Drawing on personal construct theory, we define organizational learning as the collective re-construal of meaning in the direction of strategically significant themes. We suggest that emotions arise as members reflect on progress or lack of progress in achieving organizational learning. Our evidence suggests that invalidation – where organizational learning fails to correspond with expectations – gives rise to anxiety and frustration, while validation – where organizational learning is aligned with or exceeds expectations – evokes comfort or excitement. Our work aims to capture the key emotions involved as organizational learning proceeds.