Firms continuously report increased competitive value gains from the use of business intelligence and analytics (BI&A), however, little is known about how insights from BI&A are transformed to added value to date. We have conducted fourteen in-depth, semi-structured interviews with a sample of informants in CEO positions, IT managers, CIO, Heads of R&D, as well as Market Managers from nine medium or large-sized European firms. Applying the absorptive capacity’s theoretical lens, we have provided evidence that absorptive capacity’s capabilities are an underlying foundation in the process of transforming BI&A triggered insights into valuable knowledge. Moreover, this process is supported by technological, human, and relationship assets.
COBISS.SI-ID: 24874214
Empowering students in the higher education environment as a challenging pedagogical trend represents one of the key social aspects of sustainability. In this article we discuss the students’ visions, their future development preferences and focus on the study and further achievements of the business students by analyzing the content of students’ self-reflected dialogues. The traditional pedagogical approach is upgraded through the introduction of the conceptual model – The strategic process of developing social aspects of sustainability through business education. It emphasizes vision development, gender issues awareness, work-life balance, widening horizons and nurturing proactiveness, and aims to highlight the importance of attitude-related content besides knowledge-related content. We advise the pedagogues to encourage personal development of their students in order to be able to identify different developmental types and individualize the study process, accordingly. The paper also provides practical implications for the incorporation into the syllabuses of the business school programs. Based on the analysis of up-to-date affective tutoring systems, authors’ long-term experience and in order to determine most efficient versions of business education the Affective Tutoring System for Business Education (ARTSY) was developed
COBISS.SI-ID: 24665318
Building on Murphy's (2012) model of reverse mentoring, we examine the psychological processes that contribute to skill development in initiatives where knowledge is transferred from younger to older individuals. We employ a sample of younger mentors (n?=?457) and older learners (n?=?293) participating in a digital skills initiative to test parallel moderated mediation models. Our findings show extrinsic motivation plays a dominant role in the development of younger groups' mentoring skills, while older learners' digital skills development is primarily driven by intrinsic motivation. We also find positive affect and self-efficacy can serve as personal resources in this context, but only for mentors. Taken together, our results suggest motivational processes in reverse mentoring unfold differently for the two groups involved in the exchange. Recommendations for human resource practice, including specific guidelines for developing intergenerational learning initiatives, are discussed.
COBISS.SI-ID: 24633830
The aim of this paper is to bring together literature on strategic human resource management and leadership and theorize about their cross-level interplay. Specifically, we offer propositions in relation to the interactive influence of attachment styles that followers perceive to have developed in their dyadic relationship with their leaders/supervisors and HR systems on individual innovation processes. We narrow in on three leadership attachment styles perceived by employees (secure, anxious, and avoidant) and two opposite HR systems in organizations (compliance and commitment) in order to propose that their interactions have different roles in predicting two different elements of employees' innovative work behavior: idea generation and idea implementation behaviors. Our theorizing results in a conceptual model and a matrix of 12 specific propositions about potentially promoting (complementing or positively supplementing) or inhibiting (in the case of no fit or negative supplement) multiple effects of different combinations of attachment styles and HR systems. We conclude by discussing suggestions for future research, methodological considerations, and practical implications.
COBISS.SI-ID: 24393958
In this paper we present a new approach for modeling a learning organization using molecular network framework. For the purpose of this study, we have developed a new FUTURE-O-DYN model for simulation of learning organization by combining the FUTURE-O® model, a comprehensive model that through the seven elements leads to a fully-fledged learning organization, with molecular dynamics simulation technique. Molecular dynamics simulation, in which the classical equations of motion for all particles of a system are integrated over finite period of time, provides an important insight into the structure and function of molecules. The resulting trajectory is used to compute the time-dependent properties of the system. Here, we apply molecular dynamics, in particular free energy simulation, to simulate a learning organization or any other system including the use of computer technology in educational process. All steps of modeling process; from data preparation to development of a suitable simulation space, potential energy function and parameters to carry out simulations of a learning organization are discussed. Major achievement of this study is that we apply molecular dynamics technique to model a learning organization consisting of two individuals, which is done for the first time, with the newly developed FUTURE-O-DYN model. For this purpose we also developed parameters that define potential energy function for a pair of programmers case described in the literature. In our model, the free energy is proportional to the values of the seven elements in the FUTURE-O® model. The simulation results indicate that the calculated free energies using FUTURE-O-DYN model are in excellent agreement with the experimentally measured values. The approach described here is general and applicable to any education, business or corporate based learning organization.
COBISS.SI-ID: 24336614