In the context of the changing workforce, this study introduced two perspectives on HRM and distinguished universalistic developmental HRM from contingent accommodative HRM. We predicted two separate pathways for the effects on two employee outcomes: work engagement and affective commitment. We expected that developmental HRM would universally relate to employee outcomes by rebalancing the psychological contract between the employee and organization into a less transactional to a more relational contract. We also predicted that accommodative HRM would relate to outcomes only when fulfilling specific needs of employees, associated with their selecting, optimizing, and compensating strategies. Results of a multilevel study among 1058 employees in 17 healthcare units fully supported our expectations regarding the role of the psychological contract. Additionally, we found support for the expected roles of selection and compensation, but not for optimization strategy. This study contributes to the literature by demonstrating that HRM relates to employee outcomes through multiple pathways, which can be either universal or contingent.

The present study investigates what role I-deals (i.e. the idiosyncratic deals made between employees and their organization) play in the motivation of employees to continue working after retirement. We hypothesized two types of I-deals (i.e. development and flexibility I-deals) to be positively related to motivation to continue working. More specifically, we drew from continuity and personality theory to argue that the motivation to continue working is enhanced by I-deals, because they fulfil people's needs for personalized work arrangements. Moreover, drawing from activity and disengagement theory it was hypothesized that two types of unit climate (i.e. accommodative and development climates) would moderate these relationships. Specifically, it was predicted that I-deals would be positively related to motivation to continue working under conditions of low accommodative or high development climate. Results of a multi-level study among 1083 employees in 24 units largely supported the above expectations; flexibility I-deals related positively to motivation to continue working, and unit climate moderated the relation between development I-deals and motivation to continue working

The diffusion of information and communication technology (ICT) has witnessed a surge in recent years. The rate of adoption across countries diverges considerably regardless of the income levels. In this paper, we attempt to explain the differences in ICT adoption rates across countries by using Hofstede's cultural framework. The effect of culture on ICT adoption is explored by applying two different measures of ICT adoption, namely the average share of ICT spending in GDP across 42 countries, and per capita computer across 49 countries. The results suggest that the national culture and the ICT adoption rate of a country are closely related. It appears that most of the Hofstede dimensions are important in influencing ICT adoption, thereby confirming our hypotheses. In particular, the power distance and the uncertainty avoidance dimensions seem to be the most important ones. These results are robust in both datasets, even after controlling for levels of education and income

Past research suggests that power asymmetry within teams can have a stifling effect on team learning and performance. We argue here that this effect is contingent on whether power advantages within a team are used to advance individual or collective interests. This study considers the moderating role of one factor that can influence the individual or collective orientation of team members—the type of performance feedback that a team receives. We propose that whereas individual feedback reinforces the negative effects of power asymmetry on team learning, group feedback fosters a collective orientation within a team that transforms power differences into a stimulus for team learning. Analysis of multisource, multimethod data obtained from 218 individuals in 46 teams provided support for these hypotheses. Results also suggested that team learning mediated the relationship between power asymmetry and team performance. These findings suggest that power asymmetry can be a resource for and not just an obstacle to team learning in power-asymmetric teams

Social relations analyses involving 132 working relationships among 60 individuals from 29 teams revealed that an increase in a team member's task dependence on another team member was associated with higher levels of perceived help from and interpersonal trust in that specific team member, provided the other member was highly task dependent on the focal member. The degree to which an actor perceived a relationship with a partner to be helpful partially mediated the relationship between task dependence and trust. These findings highlight the importance of attending to asymmetries in task dependence and provide valuable insights into mechanisms that can explain the development of trust in organizational work teams.