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.
بقول علامہ مرحوم، مولانا حالی کے بعد کسی نے سننے کے لائق کچھ کہا ہے، تو وہ مولوی محمد اسمٰعیل صاحب میرٹھی ہیں، افسوس کہ دوسرا حالی بھی اس مہینہ ہماری دنیا سے رخصت ہوگیا، مرحوم کا سہل و رواں کلام ہمارے بچوں کا ابتدائی سبق تھا، وہ اپنی پیرانہ سالی کی مرتعش زبان سے چھوٹے چھوٹے بچوں کو اس پیار سے سمجھاتے تھے کہ وہ نصیحت کی گرانباری کو کھلونا سمجھ کر اٹھا لیتے تھے، افسوس کہ یہ کھلونے بنانے والا بھی اب نہ رہا، سرکاری خدمت سے گوشہ نشین ہوکر وہ ہمہ تن علمی خدمات میں مصروف ہوگئے تھے، تدوین کلام خسرو کے سلسلہ میں قران السعدین کی تقریظ و تحشیہ سے فارغ ہوکر حیات خسرو کی ترتیب میں مصروف تھے، اس کے علاوہ قواعد اردو اور لغات اردو کی تکمیل کا کام شروع ہورہا تھا، جو افسوس کہ ناتمام رہا، میرٹھ میں ایک مدرسہ بنات المسلمین بھی آپ کے اعمال حسنہ کی یادگار ہے۔ (سید سليمان ندوی، نومبر ۱۹۱۷ء)
Sayyid Muḥammad Moḥsin was Lucknow based poet. The biographers, though, seem unaware of his life and poetic profile. He did interpretative translation of the Holy Qurʼān in Urdu in Mathnavī form with the title of ‘Manẓūm Urdu Tarjama’. This translation was published from Lucknow in 1986. The translation in poetic form asks for technicalities which this work lacked perhaps. This article surfaces errors which were identified in areas of poetic exposition, concept formation and stylistic coherence in the translation work.
Master of Education students at lED come from developing countries in Central Asia, South Asia and East Africa. They bring together divergent educational and life experiences. However, most of the students have experienced similar assessment practices as students and teachers. In their assessment practices prior to lED, which is characterized in this study as 'traditional', teaching and learning have been geared towards examinations and tests. The selective purpose of assessment selects and rejects people, and social reproduction is maintained by the traditional assessment. Additionally, traditional assessment has often caused great deal of psychological discomfort and elements of 'unproductive competition' reflecting on extrinsic reward in schooling. At lED, they are exposed to the alternative approaches to assessment. One of the aims of lED is to "bring about improvement in the performance of teachers through professional development and improvement". In order to improve the quality of education in the developing country context, these M.Ed. students have a very intensive learning experience. They are encouraged to critically examine their existing educational philosophy, including assessment notions. Many people reconceptualize their assessment notions. After the completion of the course the M.Ed. students are potentially in a position where they will be able to influence assessment practices, to varying degree, when they return to their home work environments. The data from this study illustrate how the M.Ed. students reconceptualize their assessment practices, the factors that hinder or help them to reconceptualize, and also the implications of their lED learning experience for future professional activities. The possibility of 'dissonance' is also discussed as a number of students, although they appear to have reconceptualized their views on assessment, revert to their traditional assessment behaviours due to different internal and external factors. There is sometimes a gap between espoused and actual assessment practices at lED. Among the major reasons for that gap is the higher education system of which lED is a part. lED is required to follow accountability, quality assurance and grading practices that are congruent with the university and other institutions. Although the focus of the study was not to give suggestions for the development of IED's assessment policy and practices, implications are drawn which may assist in addressing assessment related issues more effectively.