Keeping Boomers Engaged and Millennials Committed in the Workplace

We’re pleased to highlight this Human Resource Development Review author feature. To view all other author features from HRDR, click here. Below, Dr. Chaudhuri and Dr. Ghosh provide further insight on their article, “Reverse Mentoring: A Social Exchange Tool for Keeping the Boomers Engaged and Millennials Committed,” that is found in Volume 11, Issue 1 of Human Resource Development Review.

1) Please share an overview of your article with our readers. The article titled, “Reverse Mentoring: A Social Exchange Tool for Keeping the Boomers Engaged and Millennial’s Committed” takes a positive perspective whereby the HRD professionals are encouraged to capitalize on the multi-generational workforce that they are gifted with instead of whining about the challenges that it poses. The article proposes reverse mentoring as a social exchange tool which is aimed at leveraging the expertise of both generations including the boomers and millennials, by being perceptive of their different needs, value systems, and work demands. Reverse Mentoring, which is a fairly new tentacle of mentoring is an inverted type of mentoring relationship, wherein junior employees are paired with senior, seasoned, and more experienced staff. Our article offers social exchange and age identification theory as the basic theoretical underpinnings that support the framework of reverse mentoring as a two way street. The mentoring relationship thrives on the mutual exchange between two generations—senior members of an organization will acquire new learnings in the areas of technology—mobile computing, social media, cloud technology, etc.—and work-life diversity, work-life balance, latest professional trends, changing consumer preferences,  and glean a more global perspective on the concepts of openness and diversity. The younger workforce will find in it an opportunity to hone their leadership skills and garner insights on organizational structure. This would eventually result in increased employee commitment and engagement for the millennials and the boomers.

2) How did you reach your interest in this topic? Being instructors at top-notch research universities, we were fortunate to interact with students of high caliber. While facilitating our courses, both of us encountered those AHA moments where our students were instrumental in helping us learn more advanced presentation skills including Prezi, Google HangOut, Google Talk, and the list could just go on. While we were fascinated with our exposure to these new tools, we were equally amazed to witness that there is so much more that these young kids can offer us with respect to new technology and their changing preferences of how they need to be taught to make it most effective for them. This led us to believe that if this relationship is formalized at a much higher level, typically in an organization setting – it can actually reap lot of benefits. Our curiosity led us to dig deeper into this new found intervention of reverse mentoring. What surprised us was the lack of literature in the area when we started researching it in 2011. While a few organizations are trying this intervention, academics have been still slow to jump into this bandwagon. Given the area was still very under researched, we found this an excellent opportunity to pursue.

3) How does your research connect with social responsibility? In 2015, the world witnessed a major demographic shift when the millennials became the largest share of the workforce. Based on the current trend, it is projected that in 2020 millennials will become half of the global workforce. With as many as 4 and in some cases 5 generations working side by side in the workplace, organizational leaders are confronted as never before with a growing generational gap, shifting expectations, as well as the constant need to stay on the cutting ‘digital’ edge.  As more and more senior executives are turning to their younger colleagues for insight and guidance, traditional mentoring is gradually shifting into reverse or reciprocal mentoring turning millennials into the must-have mentors for senior leaders who want to stay ahead of the curve. Additionally, the impending retirement of the boomers is resulting in a leadership gap and possible brain drain shortage. In view of this impending labor shortage resulting from the exodus of boomers, employers must find ways to keep these workers engaged post standard retirement ages. We proffer reverse mentoring as a socially responsible intervention which would keep the boomers engaged and the millennials committed.

4) How might a future scholar implement aspects of your research in their work? The extant literature is limited in its scope when it comes to the outcomes of the reverse mentoring relationship as it is a fairly new intervention. We would encourage future scholars to find organizations that have successfully implemented reverse mentoring. As the workforce continues to age and younger generations keep on joining the workforce, we would encourage future scholars to empirically test the propositions offered in this article about the work outcomes of a multigenerational workforce.

ChaudhuriS-2016.jpgDr. Chaudhuri is currently a lecturer at the University of Minnesota, where she also earned her Ph.D. in human resource development. Her research interests are related to different aspects of human resource development practices and its impact on organizational outcomes including organizational commitment and employee engagement. Dr. Chaudhuri has conducted and published research studies on training outsourcing, work-life balance, cross-cultural leadership, and mentoring. Her co-authored research on ‘Reverse Mentoring’ has been quoted by the Wall Street Journal, Canadian Broadcasting, Financial Times, and one of the leading world news channels.

R. Ghosh (Release July 14, 2017).jpgDr. Ghosh is currently an associate professor at Drexel University. She earned her Ph.D. at the University of Louisville, and her MBA at the Somaiya Institute of Studies and Research in Mumbai. Dr. Ghosh’s focused research interests include mentoring and leader development, workplace incivility, and workplace learning and development. She has over twenty article publications in journals such as Advances in Developing Human Resources, the Journal of Management Development, and Career Development International.

Call for Papers: Public Personnel Management

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Public Personnel Management is currently seeking manuscript submissions. Founded by the International Public Management Association for Human Resources (IPMA-HR), Public Personnel Management is published specifically for human resource executives and managers in the public sector. Each quarterly edition contains in-depth articles on trends, case studies and the latest research by top human resource scholars and industry experts.

Manuscripts should be submitted electronically to http://mc.manuscriptcentral.com/ppm.

You will need to create an account in order to submit your manuscript. The system will notify you once we receive the manuscript and have sent it out for review. If you have any questions, please contact Editor Jared J. Llorens (jared1@lsu.edu).

Don’t forget to sign up for email alerts through the journal homepage so you never miss the latest research.

Special Issue Call for Papers: Social Marketing Quarterly

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Social Marketing Quarterly is currently seeking manuscripts to fit the special issue on Social Marketing for Biodiversity Conservation. All submissions are due by June 30, 2018.

Click here to view the full submission guidelines; in order to properly submit online, you much login through the manuscript submission portal here.

SMQ publishes original work and fosters a cooperative exploration of ideas and practices in order to build bridges among various disciplines so that innovative change strategies and alliances are created. Manuscripts are submitted to a double-blind peer-review process. Sections include Applications, Theory and Review, Training Initiatives, Book Reviews, Notes from the Field, Resources, and Looking Ahead.

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Getting to Know Your Students and an Educational Ethic of Care

[We’re pleased to welcome author Thomas F. Hawk of Frostburg State University. Hawk recently published an article in the Journal of Management Education entitled, “Getting to Know Your Students and an Educational Ethic of Care,” that is currently free to read for a limited time. Below, Hawk shares background and motivation for pursuing this research:]

A sabbatical in 1996 that focused on critical thinking led me to discover the Philosophy of Education Society and the idea of an ethic of care. The more I explored the ethic of care literature, the more it resonated with me and gave me a vocabulary and a philosophical frame for describing and discussing my fundamental processes of facilitating the deep learning of my students. That journey of exploration continues to the present even though I retired from the university in 2009.

In 2003, a student who appeared to be struggling in my MBA capstone strategy course sent me an email asking me not to “give up on her” as she had some learning challenges that held her back from actively contributing to the case discussions. But she also complimented me on the caring and skillful ways in which I focused on my students’ learning development, provided extensive developmental feedback, and continually tried to get my students involved in the discussions. That email triggered a set of questions in my mind that led to the 2008 JME article, “Please Don’t Give Up on Me: When Faculty Fail to Care.” As I understand it, that was the first full length article in JME to address an ethic of care.JME_72ppiRGB_powerpoint.jpg

As my journey into an ethic of care continued, I did research on the extent to which business ethics textbooks and journals addressed the issue of an ethic of care as an alternative ethical framework to the traditional ethical frameworks of virtue, deontological, utilitarian, and justice ethics. That research revealed an almost total absence of a consideration of an ethic care in business ethics textbooks and only a few articles on an ethic of care in the primary business ethics journals. I also became aware of the significant differences in the ontological/metaphysical assumptions made by the rationalistic and abstract universalistic individualism of traditional ethical frameworks and the relational, concrete, uniqueness of each situation that characterizes an ethic of care and its central focus on the well-being of the parties to the relationship and the relationship itself.

Chory & Offstein’s 2017 JME article (41-1), “Your Professor Will Know You as a Person: Evaluating and Rethinking the Relational Boundaries between Faculty and Students,” prompted me to write, “Getting to Know Your Students and an Educational Ethic of Care.” That article reflects my current exploration of the congruence among an ethic of care, Alfred North Whitehead’s process philosophy and process ethics, and a process perspective on teaching and learning (see Whitehead, 1929, and Oliver & Gersham, 1989, cited in the article). I now see an ethic of care as a way of being in the world, not just as an alternative ethical framework. But in the educational domain, the most important scholarly work I have read over the last year is: Alhadeff-Jones, M. (2017). Time and the Rhythms of Emancipatory Education: Rethinking the Temporal Complexity of Self and Society. New York: Routledge.
Enjoy the reading.

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Embodied organizational routines: Explicating a practice understanding

[We’re pleased to welcome author Alex Wright of The Open University, UK. Wright recently published an article in the Journal of Management Inquiry entitled “Embodied Organizational Routines: Explicating a Practice Understanding, which is currently free to read for a limited time.” Below, Wright reflects on the inspiration for conducting this research:]

The recent interest in exploring organizational routines has increased our knowledge and understanding considerably, informing and enhancing how we view organization and organizing. In existing studies, people are acknowledged as contributing to the unfolding of routines when they are described as accomplished by specific people, at specific times, in specific places. My motivation for writing this study was to construct a deeper understanding of what is meant by specific people. Present research, I considered, held the view that while people were important they were inter-changeable without any discernable consequential impact on how routines progress. This was problematic for two reasons. First, I felt it reduced the human actors involved in routines to some machine-like existence. People have been shown to take part in organizational routines, but their influence had been largely underexplored. Second, the claim made that a practice theory of routines has been established always seemed to me to be premature. Too many empirical studies to date have been conducted at a level too abstract from where practice unfolds for such a claim to be accepted. Therefore, the two concerns that provoked my research were focused on the related issues of people and practice.6791821469_13fab38503_z.jpg

One assumption that underpinned my work was that people are inherently unstable. That is, their bodies differ. Routines, therefore, are accomplished by people with bodies, embodied actors, and their very embodiment makes a difference in how routines unravel. Such a nuanced appreciation of routines is only possible if the level of analysis focuses on the human and nonhuman relational inter-acting that sustains them. It is here where a practice understanding of routines can be formed. A further assumption I worked within is that bodies communicate and through such communication do routines emerge. This means that it is not just talk that matters, but gesture, facial expression, movement and silences can also be essential for routines to evolve. The empirical examples from such diverse situations as a police interrogation encounter and an operating theatre I use help illustrate this. A focus on embodied people takes us closer to the promise of a practice theory of routines as it helps depict how: power is exercised through gesture and bodily movement; the spaces where routines unfold cohere with human bodies making a difference in how they are constituted and experienced; and, the routineness of routines is made manifest when mutual intelligibility is discerned in the silences that characterize how embodied actors inter-relate.

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Communication photo attributed to shakakahnevan (CC).

Marketing for Tourism, Hospitality & Events

SAGE Publishing would like to highlight one of the newer textbooks that provides a foundation of basic marketing principles applied to global tourism. The book, Marketing for Tourism, Hospitality & Events, is co-authored by Simon Hudson of the University of South Carolina and Louise Hudson who is an Independent Researcher.80886_9781473926646

The book is complimented by a companion website featuring a range of tools and resources for lecturers and students, including PowerPoint slides, an instructor manual, a test bank of multiple choice questions, and author-curated video links to make the examples in each chapter come to life. Below is a featured video supplement where David Edelman explains how companies can now shape the consumer decision journey:

Click here to preview the book, as well as view other content topics and resources.

Interested in other tourism topics? Click below to view SAGE’s journals that publish the latest research in the field:

Journal of Travel Research
Journal of Hospitality & Tourism Research
Journal of Service Research
Cornell Hospitality Quarterly

Webinar Highlights: Presenting Data Effectively

[The following post is re-blogged from Social Science Space. Click here to view the original article.]


Crystal clear graphs, slides, and reports are valuable – they save an audience’s mental energies, keep a reader engaged, and make you look smart. This webinar held on June 6, 2017, covers the science behind presenting data effectively and will leave viewers with direct, pointed changes that can be immediately administered to significantly increase impact. Guest Stephanie Evergreen also addresses principles of data visualization, report, and slideshow design that support legibility, comprehension, and stick our information in our audience’s brains.

Evergreen’s presentation was followed by an audience question-and-answer session, which is included in the recording. Not all the questions were answered at the time, and Evergreen answers some additional session questions below.

Evergreen is an internationally recognized speaker, designer, and researcher best known for bringing a research-based approach to better communicate through more effective graphs, slides, and reports. She holds a PhD from Western Michigan University in interdisciplinary evaluation, which included a dissertation on the extent of graphic design use in written research reporting. Evergreen has trained researchers worldwide through keynote presentations and workshops, for clients including Time, Verizon, Head Start, American Institutes for Research, Rockefeller Foundation, Brookings Institute, and the United Nations. She is the 2015 recipient of the American Evaluation Association’s Guttentag award, given for notable accomplishments early in a career.

She is co-editor and co-author of two issues of New Directions for Evaluation on data visualization. She writes a popular blog on data presentation at StephanieEvergreen.com. Her books SAGE Publishing books Presenting Data Effectively and Effective Data Visualization both reached No. 1 on Amazon bestseller lists. A second edition of Presenting Data Effectively was published in May.

  1. When is it best to place the data information (e.g. 20 percent) on a bar or lollipop vs. using a scale on the side or bottom of a chart?

If people will want to know the exact value, add the data label. If the overall pattern of the data and estimated values are sufficient, use a scale. But don’t use both – that’s redundant.

  1. How do your clients and colleagues respond to the ‘flipped report,’ in which research findings and conclusions are presented before the discussion, literature, methodology, and background sections?

With a “duh” as in “Why haven’t I thought of that before”? Generally, clients appreciate how a flipped report values their time. On occasion, you and I will find audiences who really bristle at the idea, usually people steeped in the academic culture, so check first if a flipped report structure would be okay.

  1. Any tips for the converted about changing resistant organizational culture to data visualization? “You need to use our template!”

Culture change is slow, so the first tip is to be patient. After that, try remaking one of your own old (bad) slides or graphs to show what an overall would look like. See if you can get a friendly client or customer you know to give you feedback on it. Then report on the redesign and the feedback to others in your organization. Try getting someone from senior management on board. Leave a copy of my book in their mailbox or in the break room. And hang in there.

  1. How do we report small numbers? Without percentages?

I would report small numbers as raw numbers, not percentages. Try an icon array for a visual.

  1. Where is the best place to get report templates?

In your imagination! Any report template is going to look like a report template, not like something that fits your own work. Look around for inspiration, for sure, like on my Pinterest boards, but create your own style that fits you and your work.

  1. What program do you use to create dashboards or infographics? We’ve used Piktocharts…. are there others?

I work within the Microsoft Office suite. I make dashboards in Excel and infographics in PowerPoint. This way I have total control over the design and everyone on my team can make edits. A quick Google search of either dashboard or infographic programs will give you hundreds of choices you could work with. If you want something from that list, look for maximum flexibility, low learning curve, and reasonable expense.

  1. Each chart can have multiple findings; are we skewing the results when we highlight certain findings over others using color and data?

“Skewing” sounds like we are manipulating, but that’s not the case. Using color to highlight a certain part of the graph still leaves the rest of the graph completely intact and able to be seen. Adding color does, however, reflect an interpretation we have made of the data. But that isn’t “skewing” – it’s telling people our point and that’s why they are listening to us in the first place.

  1. Can you please explain the difference between your two books? Thanks!

Sure! Effective Data Visualization walks you through how to choose the right chart type and then how to make it in Excel. Presenting Data Effectively talks about formatting graphs well with consideration of text and color and broadens that discussion to address dashboards, slides, handouts, and reports.

  1. One challenge I face is presenting nuanced findings in an accessible way. For example, when there are limitations to the data or subgroups that need to be acknowledged or findings need to be interpreted with caution. As a researcher, it worries me that the client might put tentative findings “out there”, misrepresenting them (to a degree).

This makes your title and subtitle ever more important. Be very clear in your wording that the findings are limited. You can also add things like confidence intervals to your graph if you are confident that the reader will know how to interpret them. If it is still going to be a concern, don’t make a graph of the data. People are drawn to graphs because we look at pictures so don’t put the data in a picture if you are worried people won’t read the nuanced narrative.