The Second Act: Seeking Best Practices for Encore Worker Management

2019 ◽  
Vol 60 (6) ◽  
pp. e466-e476
Author(s):  
Pam A Boyle
Keyword(s):  
Best Practices ◽  
Baby Boomers ◽  
Mentoring Programs ◽  
Development Theory ◽  
Knowledge Gap ◽  
Knowledge Gaps ◽  
Organizational Goals ◽  
Design And Methods ◽  
Gen X ◽  
Training Opportunities

Abstract Background and Objectives The Baby Boomers are the largest generation in history, and as they reach the traditional retirement age of 65, many leave the workforce and seek encore jobs. This exodus of Boomers creates a knowledge gap that the Gen X and Millennial generations lack the numbers and often the experience to fill. As the knowledge gap increases, managers can recruit and hire encore workers to fill the gap and retain human capital. This article answers the question: What processes can managers implement to close knowledge gaps by hiring or retaining Boomers seeking encore jobs? Research Design and Methods This article examined the factors for filling knowledge gaps with encore workers and the necessary processes for hiring or retaining encore workers to attain organizational goals. A systematic review of 32 published articles and four dissertations was conducted using Super’s amended career development theory. A thematic analysis approach was used to examine the evidence. Results The findings led to the development of best practices to guide managers who want to hire encore workers to close the knowledge gap, and increase organizational knowledge capital. Discussion and Implications Baby Boomers are responsible for finding and sustaining encore worker positions, but managers can support Boomers through best practices including skills assessments, revised HR policies, reverse-mentoring programs, and training opportunities for managers and encore workers.

Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom

2021 ◽  
pp. 107429562110218
Author(s):  
Tia N. Barnes ◽  
Christina Cipriano ◽  
Yu Xia
Keyword(s):  
Best Practices ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
The Self ◽  
Daily Functioning ◽  
Classroom Setting ◽  
Effective Teacher ◽  
Training Opportunities

Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.

scholarly journals Beyond Power Struggles: A Multilevel Perspective on Incongruences at the Interface of Practice, Knowledge, and Identity in Radical Organizational Change

2018 ◽  
Vol 55 (1) ◽  
pp. 5-26 ◽  
Author(s):  
Barbara Kump
Keyword(s):  
Organizational Change ◽  
Radical Change ◽  
Individual Characteristics ◽  
Knowledge Gaps ◽  
Power Struggles ◽  
Organizational Goals ◽  
Fine Grained ◽  
Multilevel Perspective ◽  
Practice Knowledge ◽  
Change Efforts

Previous approaches to describing challenges inherent in radical organizational change have mainly focused on power struggles. A complementary but less researched view proposes that many problems occur because radical change causes certain incongruences within an organization. In line with the latter perspective, this article suggests that radical change leads to incongruences between “what they do” (practice), “what they know” (knowledge), and “who they are” (identity) as an organization; to achieve the change, these incongruences need to be accommodated by the organization’s individual members. The article takes a multilevel perspective and describes how in radical change organizational goals may interfere with individual characteristics at the intersections of practice, knowledge, and identity. This enables a fine-grained analysis of reasons why radical change efforts may fail, beyond power struggles. The model is concrete enough to help change managers foresee many practical problems, such as member disidentification, routine breakdowns, or knowledge gaps.

Liquid Workforce

2018 ◽  
pp. 1-17 ◽  
Author(s):  
Manish Gupta
Keyword(s):  
Best Practices ◽  
Organizational Goals ◽  
Contemporary World ◽  
Detailed Outline

The main objectives of this chapter are to define liquid workforce, describe its characteristics, and outline its implications. This chapter would help readers understand the need for studying liquid workforce and appreciate its importance in the contemporary world. Moreover, it provides a detailed outline of the ways and means that organizations can use to build such a workforce. It highlights the steps an organization can take to enhance the effectiveness of its liquid workforce. In addition, it explores certain best practices in the industry to illustrate how well the fluidity of the workforce can be managed without compromising on organizational goals.

Forecast 2000: Widening Knowledge Gaps

1997 ◽  
Vol 74 (2) ◽  
pp. 237-264 ◽  
Author(s):  
Cecilie Gaziano
Keyword(s):  
Rapid Growth ◽  
Health Knowledge ◽  
Public Affairs ◽  
Knowledge Gap ◽  
Knowledge Gaps ◽  
Research Attention ◽  
Socioeconomic Changes

This report updates a 1983 analysis of fifty-eight knowledge gap studies, adding thirty-nine studies and pointing out innovative ways to improve research in the area. The persistence of knowledge inequalities across topics and research settings has serious consequences. Gaps in public affairs and health knowledge have an especially severe impact on those groups most negatively affected by socioeconomic changes, who also tend to be information poor. Rapid growth of socioeconomic divisions between “haves” and “have-nots” in the last two decades suggests that knowledge gaps deserve increased research attention because they are related and potentially affected phenomena.

scholarly journals Building Partnerships by Infusing Kindness: A Social Worker and Librarian's Shared Journey to Meaningful Cross-Discipline Collaboration

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Calantha Tllotson ◽  
Amy Ward
Keyword(s):  
Social Work ◽  
Best Practices ◽  
Employee Training ◽  
Training Model ◽  
Shared Experience ◽  
Constructive Feedback ◽  
Mental Health Awareness ◽  
Policies And Procedures ◽  
Specific Safety ◽  
Training Opportunities

In this column, the authors will examine an innovative approach to library employee training, as well as reflect on their shared experience through the planning, implementing, and revising process. They will articulate the steps taken in development of a training model that uses a social work simulation lab to provide library employees with the opportunity to practice de-escalation techniques instantaneously with actors demonstrating a spectrum of authentic patron interactions, and experienced professionals, spanning librarianship and social work, providing immediate constructive feedback. To this end, the authors will contribute contemplative best practices for application of techniques relevant across the library discipline, as well as offering evidence of the strategies discussed informing progressive modifications to library-specific safety policies and procedures. The authors will also integrate suggested next steps, including complementary training opportunities based on mental health awareness and self-care.

E-Mentoring

2011 ◽  
pp. 61-82 ◽  
Author(s):  
Angélica Rísquez
Keyword(s):  
Best Practices ◽  
Research Trends ◽  
Mentoring Programs ◽  
Electronic Mentoring ◽  
Face To Face ◽  
The Relationship

This chapter integrates existing literature and developments on electronic mentoring to build a constructive view of this modality of mentoring as a qualitatively different concept from its traditional face-to-face version. The concept of e-mentoring is introduced by looking first into the evasive notion of mentoring. Next, some salient e-mentoring experiences are identified. The chapter goes on to note the differences between electronic and face-to-face mentoring, and how the relationship between mentor and mentee is modified by technology in unique and definitive ways. Readers are also presented with a collection of best practices on design, implementation, and evaluation of e-mentoring programs. Finally, some practice and research trends are proposed. In conclusion, the author draws an elemental distinction between both modalities of mentoring, which defines e-mentoring as more than the defective alternative to face-to-face contact.

Is Financial Reward Still an Important Motivator for the Indonesian Multi-Generational Workforce?

2017 ◽  
Vol 2 (3) ◽  
pp. 01-09
Author(s):  
Yanki Hartijasti ◽  
Surya Dwi Kusuma Darpita
Keyword(s):  
Baby Boomers ◽  
Work Motivation ◽  
Jel Classification ◽  
Survey Method ◽  
Gen Y ◽  
Significant Difference ◽  
Gender Education ◽  
Extrinsic Motivators ◽  
Intrinsic Motivators ◽  
Gen X

Objective - Considering the importance of work motivation in the workplace for staff performance and organizational success, employers need to be sensitive and focusing more on work motivation of their employees to avoid losing them. However, previous studies still have conflicting results on this issue whether there is a significant difference on intrinsic and extrinsic motivators or not among employees from Baby Boomers, Gen X and Gen Y because many studies find generation is not the only driver influencing work motivators. The objectives of this study are to investigate whether a three-generation workforce differs in the level of work motivators and whether differences in generational work motivation are better explained by gender, education, or types of job to design effective human resources development programs. Methodology/Technique - Using survey method to collect data, 415 respondents who work in a manufacturing company were gathered and analyzed by applying descriptive and multivariate analysis. Intrinsic and extrinsic motivators were the subscales of work motivators. Findings – Results indicate that all generations are intrinsically motivated, in which Gen Y employees are found to have higher intrinsic motivators than Gen X and Baby Boomers. However, this study reveals that financial rewards are still considered as an important motivator for the three generations. Novelty - The study presents evidence that work motivators should not only be measured based on generational alone because other factors, such as gender, education, and types of job, can give impact to various outcomes. Type of Paper - Empirical Keywords: Intrinsic Motivators; Extrinsic Motivators; Financial Rewards; Gen Y; Gen X; Baby Boomers; Indonesian Workplace. JEL Classification: J28, J33, M52, M54.

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