The human side of skills and knowledge

Grugulis, C. Irena

doi:10.1007/978-1-137-02023-9_4

Cited by 5 publications

(3 citation statements)

References 39 publications

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“…For example, research indicates that when women adopt an authoritarian approach they are perceived more negatively than men and are viewed as domineering (Eagly, Makhijani, & Knonsky, 1992). Numerous accounts note that assertiveness (stereotypically viewed as a male attribute) tends to be judged positively in men and negatively in women (Grugulis, 2007a) and the display of initiative is perceived as valuable in male job applicants but viewed as forceful and unwanted in female applicants (Collinson et al, 1990 as cited in Edwards & Wajcman, 2005). As Grugulis (2007b, p. 85) notes, “Women who seek to develop and adopt the corporate persona may be marked down because such behaviour is ‘inappropriate’ for women.”…”

Section: Drawing On Emotional Intelligence As Masculine Skills: “Manlmentioning

confidence: 99%

A Gendered Analysis of Emotional Intelligence in the Workplace

Thory

2013

Human Resource Development Review

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Drawing on a sociological analysis considering gender, this article explores how emotional intelligence (EI) abilities are socially constructed and valued. It presents a range of societal trends including “the future is female” to explore how both men and women are perceived and judged against symbolic representations of masculine and feminine when they perform gendered conceptions of EI. The article illuminates how women and men may be encouraged to take up feminine and masculine interpretations of EI skills but women fare less well. It then examines the effects of EI’s assessment and therapeutic methods in training and work-based use. It argues that these approaches are damaging to individuals when deployed in work environments where masculinized management resides as the dominant framework. Finally, the article discusses the findings in relation to HRD to reveal important theoretical guidelines for practice.

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Section: Drawing On Emotional Intelligence As Masculine Skills: “Manlmentioning

confidence: 99%

A Gendered Analysis of Emotional Intelligence in the Workplace

Thory

2013

Human Resource Development Review

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“…Academics in these positions may play different organizational roles and have varying levels of influence over processes governing their school or institution (Austin & Jones, 2015; Jones & Harvey, 2017; Rowlands, 2018). Like other knowledge workers (Donnelly, 2011), academics often work long hours (Grugulis, 2007; Hansen & Schnittka, 2018). Consequently, tensions between capabilities and capacities are likely to surface if the ability of knowledge workers to achieve strategic objectives is constrained by inadequate organizational support and resources (Swart & Kinnie, 2013), which we examine in this study.…”

Section: Shrm Fit and Alignment: The Need For An Hr Ecosystem Perspec...mentioning

confidence: 99%

The HR ecosystem framework: Examining strategic HRM tensions in knowledge‐intensive organizations with boundary‐crossing professionals

Donnelly

Hughes

2022

Human Resource Management

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In this article, we use Snell & Morris' (2021) new HR ecosystem framework to empirically examine strategic fit and alignment tensions for knowledge‐intensive organizations and professional knowledge workers. Rich data were collected through in‐depth interviews with 75 members of faculty engaged in knowledge‐intensive work for Business and Management Schools (B&M), and the analysis of strategy documents. The application of the framework enables us to contribute to dynamic capabilities theory and SHRM in four ways. Firstly, drawing on the findings, we propose an adapted HR Ecosystem framework for analyzing knowledge‐intensive organizations, which incorporates tensions across the four subsystems of an HR ecosystem (strategy, capabilities, composition, and cultures). These tensions are shaped by interactions within and between levels (meso, macro and micro) and ecosystems. Secondly, our findings underscore the need for knowledge‐intensive organizations to engage with a plurality of collaborative and competing internal and external stakeholder interests, including those of knowledge workers who constitute key organizational stakeholders. Thirdly, our analysis shows how the views and behaviors of internal organizational stakeholders are affected by ecosystem dynamics within and beyond the physical boundaries of an organization. Fourthly, we reveal how conflicting organizational cultures connect with other HR ecosystem subsystems to constrain collegialism and cohesion. By evidencing how knowledge‐intensive organizations are in a constant flux of alignment and misalignment, the article demonstrates the value of the HR ecosystem framework in examining and informing SHRM in organizations in other industries.

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“…It is perhaps surprising, then, that difficulties in generating workers with the knowledge of phronesis is also seen in the most common in-service vocational qualification in England, Wales and Northern Ireland, the National Vocational Qualification, NVQ (and its equivalent in Scotland, the Scottish Vocational Qualification, SVQ). These qualifications are criticized by Grugulis (2007a) for ignoring softer skills and by Cox (2007) and Grugulis (2007b) for decreasing the skills required by those required to work in many occupations. It may well be the case, therefore, that on their own neither work-situated nor university-situated education will be sufficient to produce the graduates that the accountancy profession and its associated employers require.…”

Section: Role Of Universities In Accountancy Education: a Third Dimenmentioning

confidence: 99%

Balancing the Yin and Yang: The Role of Universities in Developing Softer Skills in Accountancy

Evans¹,

Gbadamosi²,

Wells³

et al. 2012

Industry and Higher Education

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This paper presents an examination of the importance of softer skills in the accountancy profession and a discussion of the contribution that universities can make in supporting the development of these skills. With employers increasingly demanding a greater range of softer skills such as effective communication, the paper is intended to challenge universities to reflect on whether they are maximizing the opportunity to prepare individuals for a career in the accountancy profession. The authors suggest that university lecturers teaching accountancy studies may need to adopt alternative learning methodologies, such as enquiry-based learning, to develop students' softer skills effectively.

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The human side of skills and knowledge

Cited by 5 publications

References 39 publications

A Gendered Analysis of Emotional Intelligence in the Workplace

A Gendered Analysis of Emotional Intelligence in the Workplace

The HR ecosystem framework: Examining strategic HRM tensions in knowledge‐intensive organizations with boundary‐crossing professionals

Balancing the Yin and Yang: The Role of Universities in Developing Softer Skills in Accountancy

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