The Interactive Effects of HPWP and Adaptive Leadership on Readiness and Commitment to Change
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Utilizing the Social cognitive theory, this study suggests that organizations that promote high performance work practices are instrumental in fostering an individual's affective commitment to change. We also hypothesize that an individual's readiness to change is an explanatory mechanism through which high performance work practices lead to an affective commitment to change. Additionally, the high performance work practices and readiness to change relationship would be strengthened in the presence of high adaptive leadership. We tested our hypotheses using a temporally segregated research design across three-time waves (n=337). We found support for our direct, mediating, moderating, and mod-med hypotheses. Our results corroborate that a high adaptive leadership and an organization implementing high performance work practices set the stage for creating an individual's affective commitment to change via their readiness to change. The current study integrates the change management, leadership, and HRM literature by suggesting unique mechanisms and boundary conditions that advance research and practice in an individual's willingness and acceptance to change. We suggest theoretical and practical implications for research and practice based on our study's findings.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it