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• This paper uses a constructivist phenomenological study with 55 in-depth interviews. • Participants include representatives from diverse Western Australian businesses. • Uses a workplace vignette to elicit cultural norms from the participants. • Thematic analysis used to classify interview text into specific concepts and phrases. • New employees, pro-active approach, and 'No-blame' culture are the key themes. Introduction: This paper uses an extensive review of the safety culture literature to identify three key themes (a) role of new employees, (b) absence of a pro-active approach, and (c) need for a 'No-blame' culture, and explores their impact on the occupational health and safety culture (OHS). Method: We use a qualitative study with a constructivist phenomenological approach consisting of 55 in-depth interviews with a diverse range of participants, including business owners, line managers and supervisors, OHS advisors, workers, and union representatives in Western Australia. A workplace vignette was used to elicit cultural norms derived from the participants' attitudes and beliefs, which were analyzed using NVivo software to conduct a thematic analysis to classify the interview text into specific concepts and phrases. Results: Findings confirm the three themes identified from our literature review and provide useful insights into the challenges faced by the participants in the implementation of safety policies. Practical Applications: Besides extending the occupational health and safety literature, these findings have important managerial implications in view of the evolving nature of work and workplaces. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to extend the "Happy-Performing Managers" thesis to show that managers' job-related affective well-being and affective job satisfaction mediate the impact of their role stressors (ambiguity, conflict and overload) on their contextual job performance.Design/methodology/approach Results from an online survey of 305 managers from the private, public and third sectors in Western Australian support most of the hypotheses. The psychometric properties of all the scales were analysed using confirmatory factor analysis and the conceptual model was tested using structural equation modelling.Findings Role stressors have a direct negative effect on the managers' affective well-being and affective job satisfaction, which, in turn, mediate the negative effects of the three role stressors on the managers' contextual performance.Research limitations/implications Conceptual and managerial contributions along with methodological limitations and future research directions are discussed.Originality/value Contemporary managers face a wide range of intrinsic and extrinsic role and environmental stressors. This research suggests that organisations may need to redesign manager roles to reduce their role stressors (ambiguity, conflict and overload) in order to optimise their contextual performance. [ABSTRACT FROM AUTHOR]

The 'happy-productive worker thesis' has long intrigued organisational researchers and practitioners. Despite mixed empirical evidence from decades of research, there is support in the literature for this thesis. An account is provided on a variation on the enduring debate of the happiness-productivity theme, to support an emerging 'happy-performing managers proposition'. An empirical study is presented to establish the dimensions of managers' job happiness (operationalised as affective well-being and intrinsic job satisfaction) associated with contextual and task performance. The emphasis was on investigating an aspect of human behaviour with the potential to enhance managerial performance. These findings inform the broader debate on what determines the job performance of managers. [ABSTRACT FROM AUTHOR]

Anticipating and preparing to deal with the threat of crises precipitated by disaster from natural and people-made catastrophes is an important challenge facing tourism. As an industry tourism is particularly susceptible to such negative events putting the sector under almost constant threat of a crisis. Before the catastrophes of 9/11 and the Asian Tsunami of 2004 crisis management in tourism was essentially a reactive response, as opposed to a state of proactive anticipation. A review of the emerging literature on crisis management in tourism is given to identify the foci of the current academic discourse. More systematic input by human resource management was identified as a way to assist tourism businesses in preparing for and dealing with crises. By discussing crisis management within a services management context, a contribution is made to the debate on the need for proactive crisis management within the tourism industry. A central plank to this position is that the preparation stage of crisis management in tourism is the actual beginning of any strategic response to recovery. Well conceived and executed human development is promoted as an initiative and key component of crisis preparation and management. Developing the potential of human capital at the industry and enterprise level to deal with crisis management is a way of reducing the vulnerability of tourism enterprises to crises. Measures are suggested that may be taken to prepare tourism businesses for crisis situations. [ABSTRACT FROM AUTHOR]

A case is made in this paper for using checklists and context‐bound evaluations of online learning materials in higher education. Context‐bound evaluations complement traditional forms of evaluation of educational courseware, such as checklists. Context‐bound approaches are useful for indicating the pedagogical quality of online learning materials that may be productively used in conjunction with checklists to evaluate online learning. Edith Cowan University has developed a framework and checklists for assessing aspects of online pedagogical learning materials in higher education. These checklists, which are intended to be useful indicators of the areas where online learning materials are strong and to identify areas that may be deficient, and are a valuable screening and information gathering device to use when undertaking a context‐bound evaluation of learning materials. As such, the quality of the instructional design remains an important consideration in evaluating courseware, and such information needs to be presented in a form that is accessible and useful for educational developers and researchers. Comment and dissent is invited on the value of contextual evaluations to reinvigorate the debate over appropriate ways of evaluating online learning materials in higher education. [ABSTRACT FROM AUTHOR]

A review is undertaken of what different commentators have written about the evaluation of educational courseware in higher education. Speculation is made on the reasons for the lack of such evaluations. The role of checklists for evaluating online courseware is discussed despite the acknowledged limitations. Checklists have been developed at Edith Cowan University specifically for assessing aspects of online pedagogical learning materials in higher education. These checklists are intended to be useful indicators of the areas where online learning materials are strong and identify areas that may be deficient rather than to arrive at a numeric score. The form of checklist proposed is a valuable screening device to use before undertaking a context-bound evaluation of courseware. Contextual evaluations are a complementary and valuable alternative to traditional forms of evaluation of educational courseware, such as checklists. A case is also made in this article for using a checklist developed for assessing aspects of online pedagogical learning materials in higher education. It is argued that, when used in conjunction with a context-bound approach, such checklists may be more useful in indicating the pedagogical quality of online learning materials. Quality of the instructional design remains an important consideration in evaluating courseware. Continuing comments and dissent are invited on the value of contextual evaluations of educational courseware to reinvigorate the debate over appropriate ways of evaluating online courseware that will provide helpful information for higher education. [ABSTRACT FROM AUTHOR]