Home > High Performance Work System at Bank Branches: Exploring the Black Box of Strategic Human Resource Management Through the Lens of Resource Based View and Organizational Justice Theory
High Performance Work System at Bank Branches: Exploring the Black Box of Strategic Human Resource Management Through the Lens of Resource Based View and Organizational Justice Theory
Previous research linking high performance work systems and organizational performance, mainly done at organizational level of analysis, is declared managerially biased. Moreover, researchers are exploring the mediating mechanisms linking high performance work system with performance outcomes and termed this issue as ‗black box‘ debate in the literature. In addition to this, previous studies have been criticized for using intended, instead of implemented, high performance work system highlighting that intended may not be implemented, by the line managers, in same way throughout the organization. Keeping in view these gaps in literature, this study attempts to investigate the relationship of implemented high performance work system with bank branch performance and employee outcomes, and the mediating processes for explaining these relationships. Drawing upon mutual gains perspective of HRM, this study, first, hypothesizes that implemented high performance work system is positively related to both bank branch performance and employee outcomes (employee engagement, service performance and service oriented organizational citizenship behavior). Further, based upon resource based view of the firm, the study hypothesizes that implemented high performance work system and bank branch performance relationship is mediated by branch level collective human capital. In the last, using social exchange theory, this study also investigates organizational justice dimensions (distributive justice, procedural justice and interactional justice) as mediating mechanisms for explaining the relationship between implemented high performance work system and employee outcomes. For this multilevel study, survey technique is used to obtain data from 323 bank branch managers and 1369 front line employees of 30 commercial banks operating in Punjab, Pakistan. For data analysis, structural equation modeling is employed to test branch level, whereas hierarchal linear modeling is used to test cross-level proposed relationships of the study. Findings of the study indicate that (i) implemented high performance work system is positively related with bank branch collective human capital and bank branch performance; (ii) branch level collective human capital partially mediates the relationship between implemented high performance work system and branch performance; (iii) implemented high performance work system is significantly related with three dimensions of organizational justice and employee outcomes and (iv) distributive justice, procedural justice and interactional justice perceptions partially mediates the relationship between implemented high performance work system and employee outcomes. This study contributes into literature through proposing and empirically examining a comprehensive integrative framework linking implemented high performance work system with branch performance and employee outcomes, and the intermediary mechanisms for explaining these direct relationships. In specific, findings of the study support the mutual gains perspective of human resource management (i.e. human resource management is beneficial for organization and employees both) and that human capital of bank branch emerges as intervening mechanism to explain the relationship between implemented high performance work system and branch performance. Further, employees‘ justice perceptions are also emerged as important factor in explaining the effects of implemented high performance work system on employee outcomes. The findings of this study also assist organizations and HR practitioners in understanding the role of line managers in effective implementation of high performance work system and the focus areas (intermediary mechanisms) for such systems to favorably influence both bank branches performance and employee outcomes.
3۔قتل خطاء ایسا فعل کیا جس سے وہ کسی کو قتل کرنے کا قطعاً ارادہ نہیں رکھتا تھا مگر اتفاق سے اس فعل کی وجہ سے کوئی شخص قتل ہو گیا، مثلاً کسی شکار پر تیرچلایا یا فائر کیا یا کسی نشانہ پر مارا مگر وہ شکار پر یا نشانہ پر لگنے کی بجائے کسی اورانسان کے جا لگا اور اس سے وہ شخص مر گیا تو یہ قتل خطاء ہو گا ۔اس میں قصاص واجب نہیں ہو گا ۔قاتل کی مدد گار برادری پر دیت لازم ہوگی اور قاتل کے مال میں سے کفارہ دینا واجب ہوگا۔
Asbab-e-worood-e-Hadith means the context of background of a Haith. It is impossible to understand the original myth of hadith without knowing its background and context. This Article presents the concept of asbab-e-worood-e-Hadith. The discussion has been premeditated to explore the meanings and importance of asbab-e-worood. In this regard, keeping in view the nature of topic, the guidance has been sought from the Ahadith of Holy Prophet (PBUH). Asbab-e-worood in its nature having similarities with asbab-e-nazool-e-Quran. This article also describes the relationship between asbab-e-worood-e-hadith and asbab-e-nozool-e-Quran. In this regard some examples have been discussed also. This article also describes how asbab-e-worood is important to specify the meanings of text and explain the textual ambiguities. Key Words: Asbab-e-worood-e-Hadith Asbab-e-Nozool-e-Quran Sabab-e-worood qasasia 4. Sabab-e-worood sawalia
With the advancing world, it is the need of the day to shift from the transmission mode of teaching towards conceptual understanding, where children can build their understanding by playing a central role. Discussion is one such process that can be used to help students construct their own understanding, and communication and thinking skills. Discussion can be incorporated in any of the teaching strategies. However, it is hardly practiced in the classroom. Recitation remains the predominant form of interactive talk. Therefore, the aim of this study was to promote discussion in the lower secondary class of a private school. The action research methodology based on Kemmis, Mc Taggart and Retallick's (2004) cyclic model was used. Different phases of the model are; identifying the general idea, reconnaissance, plan, act, observe, reflect, and then enter into the next cycle by re-planning. Data were collected through interview and classroom observation. Analysis was carried out in two steps; on-going analysis throughout the data collection and overall analysis at the completion of field work. Various teaching strategies (e.g. poster, Predict-Observe- Explain, discrepant event, etc.) and classroom organizations (e.g. whole class, group work, etc.) were used to promote discussion. Findings revealed that the use of various teaching strategies, especially POE and discrepant events encouraged the children to participate in discussion, Furthermore, children showed more interest when they were involved in discussion by linking science with daily life. A gradual shift in the level of difficulty of activities supported promoting discussion in the classroom' The study also highlighted facilitating factors (e.g daily life objects, proper planning, setting rules, etc) and challenges (e.g time, completion of syllabus, etc.) faced in promoting discussion. The study has implications for Science teachers as well as for teacher educators in their teaching of Science and in conducting professional training programmes respectively.