High rates of turnover and the limited tenure of directors of nursing (DONs) in long-term care creates instability in the nursing workforce and the quality of care provided. Organizations, industry, and stakeholders have made little progress to change this turnover crisis. The purpose of this quantitative study, guided by organizational role and social exchange theories, was to determine if there was a difference in levels of affective organizational commitment and intent to stay mediated by leader-member exchange in long-term care DONs with different levels of role conflict and role ambiguity. The key variables were measured with the Role Questionnaire, Leader-Member Exchange Scale 7, Affective Commitment Questionnaire, and the Intent to Stay Scale. DONs were recruited via e-mail and social media, and 126 participants completed the surveys with 42 experiencing high role conflict and 13 experiencing high role ambiguity. Results revealed no differences in the levels of affective organizational commitment or intent to stay between DONs with high versus low levels of role conflict or role ambiguity. However, role ambiguity and leader-member exchange, but not role conflict, significantly predicted a DON's affective organizational commitment and intent to stay. Future research could consider the levels of role conflict and role ambiguity experienced by the DON and the tenure of the DON and the effect on the quality of resident care provided. The results of this study could impact positive social change by being used to advocate for role clarity and improve relationships with leaders to increase DON tenure, which would improve nurse workforce turnover and the quality provided in long-term care.

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The purpose of this study is to increase the understanding of leader and follower exchange-relationships when work is conducted remotely, as well as the creation and development of such relationships. The study focuses on remote work in the form of full-time and hybrid solutions, which have become more common for many organizations. The theoretical framework of the study includes theories about remote work, leader-member-exchange, and followership. To conduct the study the authors used a qualitative research method with multiple case studies and semi-structured interviews. The respondents of the study consisted of four leaders and four followers.  The results of the study indicate that reduced physical contact and interaction in remote work pose challenges to leaders and followers in their previous abilities to create and develop qualitative exchange relationships. Furthermore, leaders and followers establish exchange relationships through daily conversations and meetings via digital platforms. These relationships develop through common factors such as social identity, self-categorization, social categorization, human capital, social capital and personal attributes. Similarities in these factors contribute favorably to the creation of high-quality exchange relationships between leaders and followers. Remote work has brought forth new factors critical to developing high-quality exchange relationships, and both leaders and followers have different perspectives on remote work. Leaders find it challenging to lead and support their followers, while followers on the other hand don't think that their job tasks have been significantly affected. / Syftet med denna undersökning är att öka förståelsen för ledare och följares utbytesrelationer när arbetet sker på distans, samt skapandet och utvecklandet av utbytesrelationer. Studien fokuserar på distansarbete i form av heltids- och hybridlösningar, arbetsformer som har blivit vanligare för allt fler organisationer. Studiens teoretiska referensram innehåller teorier om distansarbete, leader-member-exchange och följarskap. För att genomföra studien använde författarna en kvalitativ forskningsmetod med flerfallstudier och semistrukturerade intervjuer. Respondenterna i studien bestod av fyra ledare och fyra följare. Resultaten från studien visar att den minskade fysiska kontakten och interaktionen vid distansarbete utmanar ledare och följares tidigare förmågor att skapa och utveckla utbytesrelationer. Respondenterna skapar utbytesrelationer genom dagliga samtal och möten via digitala plattformar. Utbytesrelationerna utvecklas genom gemensamma faktorer som social identitet, självkategorisering, social kategorisering, humankapital, socialt kapital och personliga egenskaper. Där likheter i ovanstående faktorer fördelaktigare bidrar till skapandet av högkvalitativa utbytesrelationer mellan ledare och följare. Vidare har distansarbete medfört att nya faktorer är kritiska för att utveckla högkvalitativa utbytesrelationer, samt att både ledare och följare har olika syn på distansarbete. Ledare upplever det svårt att leda och stödja följarna, medan följarna å andra sidan anser att deras arbetsuppgifter inte påverkats särskilt mycket.

It has become more common these days for organizations to give employees the opportunity to work remotely. This trend was accelerated during the Covid-19 pandemic, which forced many organizations to allow remote work in order to comply with the recommendations set by authorities. Even after everyday life returned to normal, many companies chose to adopt a model that allows employees to work fully or partially away from the office. However, the attitude towards remote work is not entirely positive. It has brought about changes for organizations, especially for their leaders. There has been a debate about which leadership style is the best fit for the remote work model, and this thesis aims to investigate how leaders within the big banks in Sweden have been affected in their perceived ability to motivate employees during remote work. To accomplish this, the authors have applied a qualitative methodology, conducting interviews with two different groups: leaders and employees. The interview results have been analyzed and connected to the theoretical framework derived from research on remote leadership and employee motivation. The results show that an active and motivating leadership style, without being overly monitoring or passive, is preferred in a remote work setting for leaders' ability to motivate their followers in these companies. The thesis also reveals that respondents express a desire for the opportunity for remote work, even though they are somewhat negative towards working remotely.

Estimates of healthy years of life lost due to mental illness are increasing, calling greater attention to the provision of effective psychotherapy services. Hypothesized to be the key mechanism through which competencies are developed in trainee clinicians and subsequent client outcomes, clinical supervision is deserving of greater attention. Drawing on a sample of supervisors, trainees, and clients from a training clinic, the present study sought to clarify the relational factors that could facilitate the asserted supervisor-client outcome link and to better understand if, and how, clinical supervisors influence client outcomes. With the exception of supervisor openness to experience, supervisor factors did not predict meaningful variance in client outcomes. Trainee extraversion and openness to experience predicted significant variance in leader-member exchange and supervisory working alliance. Dispositional trainee factors (e.g., personality) appear to impact trainee perceptions of the supervisory relationship. Implications for training and development are discussed, in addition to directions for future research.

The purpose of this study was to describe the relationship between Arkansas County Extension County staff morale and their perceived relationship county staff had with their County Staff Chair. The University of Arkansas Cooperative Extension Service (UAEX) can utilize the results from this research to identify individuals who have the capacity to build high-quality relationships with staff members, thereby promoting higher levels of morale within the organization. Administrators can use this study to identify current or future leaders within the organization by identifying those who can promote high-quality relationships with county-level staff. Results from this study may also be used to identify individuals needing training in developing high-quality relationships. It utilized surveys to collect data. Therefore, Qualtrics was used to distribute the Leader-Member Exchange-7 (LMX-7) and the Staff Morale Questionnaire (SMQ) electronically through the UAEX email distribution list of county employees. Participants were asked to provide a numeric response (1-5) for the seven statements relating to the Leader-member exchange (LMX) on the LMX-7. Each statement had a different 5-point scale, but 1 represented the lowest rated response, 3 represented the average or neutral response, and 5 represented the highest rated response. In addition, participants were asked to provide a numeric response (1-4) where 1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree for the 27 statements relating to the three constructs (Leadership Synergy, Cohesive Pride, and Personal Challenge) of the SMQ. Overall, UAEX county employees reported moderate to high morale, which was directly related to their perceived quality of relationship with their County Staff Chair. The implications of this study suggest that leader-member relationships can affect employee morale in all three constructs measured. The higher the quality of relationship employees perceive with their staff chair, the higher their morale will be. County staff had moderate to high level of morale in each of the three constructs as measured by the SMQ. County-level staff also felt united in striving to achieve the goals and mission of their county office and Extension as a whole.

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No description available.

The purpose of this embedded sequential explanatory case study with a quantitative→qualitative two-strand design of inquiry was to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the quantitative strand of research was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburban high school in western North Carolina. Leader-member Exchange (LMX) theory and Adaption-innovation theory guided the research. In the quantitative strand, the Kirton Adaption-Innovation Inventory was used to measure the cognitive style of teachers and students, a researcher developed survey was used to measure dyadic intensity, the Leader-Member Excellence—Shared-Leadership Exchange instrument was used to measure the perceived quality of dyadic relationships between teachers and students, and the North Carolina CTE end of course tests were used to measure student achievement in CTE classes. Additionally, demographic information was collected from teacher and student participants. In the qualitative strand, four teachers and eight students were interviewed. The purpose of the qualitative strand was to investigate how teachers and students describe their dyadic relationships. Data from both the quantitative and qualitative strands were mixed to allow for a stronger interpretation and explanation of the quantitative and qualitative results. Statistically significant relationships were identified among the various dimensions of teacher-student relationships. There was a weak, positive relationship between dyadic intensity and student GPA. A weak, positive relationship was found between dyadic intensity and teacher LMX. There was a weak, positive relationship between dyadic intensity and student LMX. There was a weak, positive relationship between student GPA and teacher LMX. A moderate, positive relationship was found between student GPA and student LMX. A moderate, positive relationship was found between student GPA and student achievement. Additionally, there was a moderate, positive relationship between teacher LMX and student LMX. A path analysis of quantitative data indicated that student GPA had a significant effect on teacher LMX. Teacher LMX and student GPA had a significant effect on student LMX. Lastly, student GPA had a significant effect on student achievement. Qualitative data validated the quantitative findings. Further, five themes surfaced from the qualitative data providing support for additional findings. The researcher recommended future investigation of the impacts of leader-member exchange and cognitive style on student achievement using alternative indicators of student achievement, an exploration of how involvement in a career and technical student organization (CTSO) interacts with teacher-student relationships and student achievement through the lens of leader-member exchange, and an examination of the impacts of leader-member exchange and cognitive style on student achievement outside of the context of CTE. The quality of teacher-student relationships from both the teacher's perspective and the student's perspective are affected by a student's grade point average. Student grade point average has a significant effect on student achievement. Much remains unknown about the antecedents of teacher-student relationships and how the relationships between teachers and students may interact with student achievement. / Ph. D.

This dissertation leveraged signaling theory to examine feedback loops in employees' constructive voice behavior. Utilizing an event-focused lens, I examined how past experiences with voice behavior can impact an organizational newcomer's willingness to voice. Given contention in the literature on managerial responses to voice, I distinguished between voice implementation and voice appreciation and developed and validated a measure of voice implementation. Using a vignette design, Study 1 provided experimental evidence that a supervisor's voice implementation and appreciation in response to an organizational newcomer's first voice event in a new job impact the likelihood of that employee voicing again. Also using a vignette design, Study 2 provided experimental evidence that organizational newcomers consider their leader-member exchange quality with their current supervisor as well as voice implementation from their previous supervisor when deciding whether to voice for the first time in a new job. In a three-wave field data collection, Study 3 failed to support the hypotheses. However, novel information was discovered about the prevalence and frequency of constructive voice behavior in organizational newcomers. Theoretical and practical implications are discussed.