Henrik Holt Larsen

Line management responsibility for HRM: what is happening in Europe?

The notion of line management accepting greater responsibility for human resource management (HRM) within employing organisations is now received wisdom. This paper presents data on the variation in practice across Europe, noting the evidence that the HR role is increasingly assigned to line managers, and that the extent of such assignment varies from country to country. This first presentation of data from 1999/2000 updates previous work the authors have presented on this topic: the evidence shows that in terms of that assignment, countries tend to remain in the same relationship to each other.

Relationships Between Feedback and Self-development

This study examined the extent to which dimensions of feedback are related to self-development. Employees rated their perceptions of feedback received, and supervisors rated employees’ self-development (seeking feedback and development) and job performance. Self-ratings of career motivation, public self-consciousness, and feelings of empowerment were also examined as correlates of self-development and performance. Respondents were 115 employees and their supervisors in a large Danish bank. A factor analysis showed four dimensions of feedback: positive reinforcement, evaluative feedback, threat, and development focus. Younger managers were higher on self-development. Those who perceived receiving more positive reinforcement and nonthreatening feedback and who felt empowered were rated higher in performance. Implications for practice and future research taking into account feedback dimensions and national culture are discussed.

Flexible employment practices in Europe: country versus culture

Abstract This paper examines extent to which variances in flexible employment practices across fourteen European countries may be attributed to cultural variances. Data were gathered through a survey of human resource practices in 4,876 companies. The results indicate that national differences between flexible employment practices were explained by cultural differences. Specifically, we find use of part-time work is related to power distance and individualism; contract work is related to uncertainty avoidance and individualism; shift work is related to uncertainty avoidance, power distance and individualism; and telework is related to femininity.

Global career as dual dependency between the organization and the individual

Modern global career implies not only an interaction between an organization and an individual but also – and increasingly – a mutual dependency between the two parties. Whereas the traditional career concept presupposes that the individual employee to a high extent has to adhere to the conditions and opportunities provided by the organization, organizations increasingly have to accept and match the expectations and demands of the employee. In particular, this is found in knowledge intensive organizations providing immaterial “products” like know‐how, complex problem solving, consultancy service, etc. This kind of immaterial “production” not only requires highly skilled and professional employees but also means that the employees possess the core competence of the company – and can carry it out of the organization if they choose to resign. The paper analyzes the dual dependency in global careers and discusses this interdependency from the viewpoints of both individual and organization. In addition, the paper outlines the implications for practitioners and future research.

Experiential Learning as Management Development: Theoretical Perspectives and Empirical Illustrations

The problem and the solution. An important part of management development (MD) is experiential learning processes in the workplace. These—not necessarily planned, expected, wanted, or pleasant—methods have traditionally been deemphasized in the MD literature and (conscious) practice. The informal, intangible, and spontaneous nature of experiential learning has made these methods difficult to research—and difficult to monitor for organizations. The article provides a theoretical background for experiential learning in the workplace. On the basis of this, potential advances in MD theory and practice are presented. In particular, ways in which organizations can enhance the use of experiential-based MD are suggested.

How do lean management organizations behave regarding training and development

This paper analyses the role of training and development in lean management organizations. The hypothesis is that organizations characterized by lean management have a distinctive profile in terms of training and development. Specifically, it is hypothesized that lean organizations have the following features to a higher extent than non-lean organizations: • employee involvement in training and development • use of work groups for quality, product development and task flexibility • attribution of importance to training in quality, customer orientation and people management • line management responsibility for training and development of the employees • use of job enlargement • information of employees about management decisions • use of team briefings and quality circles. The analysis shows that it is possible to identify a relationship between lean management and training and development, although the statistical results could have been more significant. It is also discussed in the paper to what extent c...

High-Flyer Management-Development Programs: Organizational Rhetoric or Self-Fulfilling Prophecy?

High-flyer programs are fast-track career-development programs for managers identified as having high-potential and designated for rapid advancement in their organizations (Cox and Cooper, 1988). These programs, common in large, bureaucratic, and stable organizations during the 1960s and 1970s, typically targeted the best and brightest new college graduates for accelerated career development. They moved new recruits through a series of positions and training experiences as they were promoted to middle management and top executive positions (Cox and Cooper, 1988; Hall, 1976; Ofner, 1987). During the early 1980s, as organizations began to cut costs, create flatter organizational structures, and downsize, these programs were frequently revised to meet changing organizational needs (London and Stumpf, 1982). In particular, organizations

Technological innovation and the development of managerial competencies

Abstract The rapid pace of technological change over the last decade has made a substantial impact on individuals, organizations and society as a whole. In particular, the management of organizations has been transformed by the availability of powerful, yet practical and convenient, micro-computers. Frequently, however, the non-technical ramifications of implementing new technologies have been overlooked or underestimated. In contrast, the socio-technical systems perspective incorporates technology, structure and social dynamics as interdependent components of any organization. Consideration of interrelationships between these elements is essential for successful implementation of technological change. In particular, human resource management will be critical for the integration of technology with other facets of future organizational systems. This paper examines some of the human resource issues which will be critical for tomorrows managers and discusses research findings from a study of the development of managerial skills. Management training must focus more attention on both formal and informal learning experiences, while organizations need to expend more energy creating cultures and climates which promote learning and skill acquisition.

Do high‐flyer programmes facilitate organizational learning? From individual skills building to development of organizational competence

Provides an overview and a critical analysis of the concept of high‐flyer programmes in management development. Based on a discussion of the need for management development in modern knowledge‐ and service‐based organizations, discusses strengths and weaknesses of traditional management development programmes. In particular, presentsthe so‐called “fast‐track” programmes for high‐potential employees. Shows that although management development is supposed to be a vital contributor to organizational competence, learning, and change, high‐flyer programmes are (still) mainly an instrument for individual and personal career development. Presents an alternative interpretation of management development which emphasizes the match between personal growth and organizational learning, and which links career, organization development and competitive advantage of the organization. In conclusion, discusses implications for practice and research.

Do high‐flyer programmes facilitate organizational learning?

Gives an overview and a critical analysis of the concept of high‐flyer programmes in management development. Based on a discussion of the need for management development in modern knowledge‐ and service‐based organizations, discusses the strengths and weaknesses of traditional management development programmes. In particular, presents the so‐called fast‐track programmes for high‐potential employees. Shows that although management development is supposed to be a vital contributor to organizational competence, learning and change, high‐flyer programmes are still mainly an instrument for individual and personal career development. Presents an alternative interpretation of management development, which emphasizes the match between personal growth and organizational learning, and which links career, organizational development and the competitive advantage of the organization. In conclusion, discusses the implications for practice and research.