<p> A convenience sample of 211 university research administrators working in research related organizations and universities in the United States and 18 years or older participated in the online survey. The research study explored a quantitative correlational study to examine the relationship among university research administrators&rsquo; perception of workplace incivility (e.g. hostility, privacy invasion, exclusionary behavior, and gossiping) and the relationship to their levels of employee engagement (e.g. psychological meaningfulness, psychological safety and psychological availability). The self-report survey was distributed through Survey Monkey with the weblink approved to be placed in the Society of Research Administrators, the SRA Catalyst newsletter for university research administrator, to access that were members of the organization and reside in the United States. The testing resulted in the acceptance of five null hypotheses and rejection of eight null hypotheses. University research administrators have similar perceptions of incivility among research related organizations and universities in the United States. Workplace incivility and employee engagement was tested their relationships and found that as hostility increases psychological safety and psychological availability decreases. Privacy invasion significantly decreases employee&rsquo;s psychological meaningfulness and psychological safety in the workplace. As the effect of effects of exclusionary behavior and gossiping increases employee&rsquo;s psychological safety and psychological availability in the workplace decreases. University research administrators&rsquo; perception of incivility provide insight into workplace behaviors and employee engagement.</p><p>

<p> This quantitative research study examined the relationship between self-reported job performance and child performance among applied behavior analysis (ABA) therapists. Though several studies have demonstrated the benefits of staff training on improving job performance, there remains a gap in research in the field of ABA focusing on training as it relates to child performance. This study included three research questions: Will the implementation of incidental teaching when completing skill acquisition programs improve in applied behavior analysis (ABA) therapists after undergoing a brief training package consisting of modeling, rehearsal, and feedback? Will the reported job performance of applied behavior analysis (ABA) therapists improve after undergoing competency-based training for implementing skill acquisition programs? Will applied behavior analysis (ABA) therapists assess child performance differently after undergoing an intervention to increase job performance? The population addressed in this study was therapists providing ABA services. Purposeful sampling was utilized to recruit 16 participants who were ABA therapists working in the United States. Each was asked to complete both the Task-Based Job Performance Scale and the Academic Performance Rating Scale. The first three with moderate to low scores in both job performance and child performance were selected to undergo an intervention involving training on job-specific skills utilizing a single-subject design. All participants were female. No additional demographic data were collected. Using visual inspection and trend analysis, it was determined the implementation of the incidental teaching of each participant improved after receiving training. When training was complete, each participant was asked to complete the job and child performance scales a second time. Using descriptive statistics, it was determined each participant who received training reported higher job performance post-intervention, but only one participant reported higher child performance. Future research on job performance and its possible effects on child performance is recommended. </p><p>

<p> Organizations are increasingly examining the potential benefits of integrating insights concerning emotional intelligence (EI) into their employee training and development programs to enhance their mission. Petrides&rsquo;s EI model of trait emotional self-efficacy (ESE) has been defined as a constellation of emotion-related self-perceptions and dispositions assessed through self-report. This study explored the relationship between the four factors of Petrides&rsquo;s ESE model (well-being, self-control, emotionality, and sociability) and the well-researched work outcomes of job satisfaction, counter-productive work behavior, and turnover intent. Based on existing research, the study controlled for age, gender, job tenure, and social desirability. The study relied on an archival data set drawn from a similar pilot study, and included a sample population (N = 157) of certified nurse assistants and registered nurses, selected both out of convenience and because this population is known for its affect-laden work. The study employed a 239-item survey. ESE was measured using the TEIQue long form, and psychological instruments were used to measure outcomes. Confirmatory factor analysis found a lack of fit for the four-factor model, and a new, two-factor model was found using an exploratory factor analysis. The first factor, comprised mostly of the facets well-being and self-control, was named emotional constitution. The second factor, comprised mostly of emotionality and sociability, was named emotional awareness. Data analysis included four-step hierarchical regression models to assess unique variance in each of the three outcome variables using emotional awareness and emotional constitution as predictors. Results showed that emotional awareness predicts nurse job satisfaction (&beta; = .21, <i>p</i> &lt; .05), and emotional constitution negatively predicts both nurse CWB (&beta; = &ndash;.49,<i>p</i> &lt; .01) and turnover intent (&beta; = &ndash;.31,<i>p</i> &lt; .05). No difference between groups (RNs and CNAs) on these factor dynamics was found. Implications of this study are discussed.</p><p>

<p> In using the qualitative method of grounded theory, data was collected from 10 individuals who identified as Black, lesbian teachers from across the United States. The purpose of this grounded theory study was to generate an idea of a new model or refine an existing model that explained the process of developing career and professional identity. In-depth interviews were completed, via in-person and secure video-conferencing. Field observations with field notes and member checking were utilized as tools for maintaining the study&rsquo;s validity. The core themes identified were (a) self-identity versus professional identity, (b) support, (c) trust, and (d) awareness. The subthemes were teachers versus school dynamics and honesty. These findings support the notion that Black lesbians were equipped as any teacher with the tools and knowledge to do their jobs just as effectively as their nonheterosexual counterparts. The findings also found that the more support this population received from their families and communities, there was a positive correlation between increased reports of career and life satisfaction, job efficiency, and productivity. With results from this research, these findings can further assist clinicians, work organizations, and educational policies in aiding to empower career success in Black, lesbian, teachers, their students, as well as other teachers who might be ethnically diverse or nonheterosexual.</p><p>

<p> Universities and colleges are charged with the broad task of providing their students with the skills that will allow them to be successful in their chosen fields. The perception that teacher preparation programs hold the key to the knowledge and skills necessary to have a successful career is being unclear from the consumer&rsquo;s perspective. While investing in education will always be beneficial, it does not come with any guarantees of success in the workplace. </p><p> The research provides the first year teachers&rsquo; perceptions of success. The content knowledge, pedagogical development and field experiences are traditionally aligned for all pre-service teachers. Their success in the classroom is not always a given in spite of all pre-service teachers having been exposed to the edTPA process, state teacher licenses assessments, and in-service evaluation that is aligned to the Danielson framework. Neither the edTPA nor the Danielson framework evaluate disposition directly. An educator needs to be reflective in his/her practice in order to develop his/her disposition along with content knowledge and instructional strategies. This study provides insight to pre-service training, first year in-service experiences, the evaluation processes (edTPA and Danielson framework), and their dispositional perspective. </p><p> Major themes pertaining to classroom management, time commitment, reflective practices, emotional connection to students, and being self-driven were explored through a dispositional lens. Dispositional characteristics are present throughout the pre-service training and become increasing prevalent in first year teachers. This phenomenological study follows a contextual framework of disconnect between teacher preparation programs and in-service realities resulting in a deeper understanding of first year teachers&rsquo; perceptions of success.</p><p>

<p> Mental health nursing is a distinct specialty in the nursing profession. However, research has consistently shown the field of mental health nursing is not a popular career choice. In addition, the mental health nursing field is facing a significant shortage of nurses. Understanding what attracts and retains nurses to this nursing specialty is needed to aid in recruitment and retention and to ensure there will be enough qualified mental health nurses in the future to provide care for those needing mental health care services. The purpose of this study was to explore mental health perceptions of the career choice and identify what factors and/influences, if any, encouraged the decisions to choose mental health nursing or to remain employed in mental health nursing. A qualitative research design using a descriptive online survey and individual interviews was used to explore mental health nurses' perceptions of the career choice of mental health nursing. Findings from the survey and interviews revealed themes as to why mental health nurses chose a career in and stay in mental health nursing, what factors influenced these decisions, and the image of mental health nursing. Recommendations for future studies in mental health nursing included replicating the study with a larger sample size and a variety of mental health facilities, an analysis of the current U.S. mental health nursing workforce, and how nursing school experiences affect students' perceptions of mental health nursing.</p><p>

<p> Meaningfulness at work has been shown to be a positive contributor to employee engagement, performance, commitment and an extensive list of other desirable factors. The Millennial generation appears to be the largest and fastest growing generation since the Baby Boomers. Some managers have said some Millennials seem difficult to manage because their expectations of work upon entering the workforce seem so much higher than previous generations. This qualitative research project explored how Millennials at a small business find meaningfulness at work and to what extent their leaders create an environment of meaningfulness. Millennials at a small business were interviewed to explore their thoughts about meaningfulness at work. The resulting data was examined using content analysis. Mechanisms of meaning, hindrances to the perception of meaning, and pathways to meaningfulness at work were used to categorize the data. Millennials in this study appeared to find meaning at work through recognition of their competence and perceived impact, interpersonal connectedness and self-concordance. Being taken for granted and unfairness seem to be significant hindrances to the perception of meaningfulness at work for Millennials in this study. Meaningfulness at work for participant Millennials appeared to happen when their contributions had a positive perceived impact on the organization and their multi-generational coworkers.</p><p>

<p> Both compassion and employee engagement are determined to have positive impacts in a healthcare setting. Previous research indicates that patients who receive compassionate care from healthcare providers may recover more quickly from illnesses and better manage long-term health issues. Additionally, high employee engagement has been shown to have a positive relationship with quality of patient care, patient safety, and patient-centered care. Due to the far-reaching impact of both variables, an association between compassion and employee engagement would enable healthcare providers to leverage the relationship for improved patient outcomes. </p><p> This study explored the relationship between compassion and employee engagement. Qualitative data was collected from 118 nurses through the International Nurses Society on Addictions. All participants completed a 9-item Utrecht Work Engagement Scale (UWES). Participants were then distributed by engagement category and volunteers were contacted to complete a semi-structured interview to discuss their experiences with compassion in the workplace. This qualitative data was obtained from nine interviewees. </p><p> A review of the research data and previous academic research led to four findings. First, previous academic research findings were confirmed. Second, the participant&rsquo;s connection to compassion in their work indicated the importance of this emotionally charged topic. Third, a trend between the average frequency of daily acts of compassion and engagement level indicated a potential relationship or confounding variable. Fourth, the research data indicated an inconclusive relationship between compassion and employee engagement.</p><p>

<p> This study explores the basic assumptions, beliefs, and occupational values of California Fire Technology Directors as they influence and socialize the next generation of firefighters entering the fire service. Definitions of industry culture, occupational culture, and organizational culture were applied to the fire service as well as the influence that heritage, traditions, values, meaning, and context play in the socialization process. Research methodology included emic and etic data collection techniques that documented the opinions and observations of the study group. Data from the Organizational Culture Assessment Instrument (OCAI) along with descriptive data collected during an ethnographic interview provides a window to the world of firefighting. Findings show that the beliefs and core-values of the Fire Technology Directors are influencing the next generation of emergency responders. Their ideas and beliefs opens the conversation on how to best adapt the industry to accommodate the incoming generation who own a different set of values, experiences, and beliefs. </p><p>

The study utilizes the case study approach in examining clinical supervision in a large, multi-service human service organization. It specifically examines factors impeding clinical supervision, asserting that clinical supervision is typically not practiced as a result of multiple causes. A model of clinical supervision is synthesized from existing literature and is used as the basis for the study, which was operationalized through questionnaires and interviews conducted throughout the organization, a review of organizational materials, and the observation of supervision. In addition, organizational efficiency was conceptualized as the product of the interaction between defined task, organizational employees, formal organizational arrangements, and the informal culture of the organization. The thesis presents seven propositions to support the view that clinical supervision is impeded as a result of multiple causes: (1) supervisors are not well versed in the clinical basis of direct care work, (2) supervisors are untrained in the practice of clinical supervision, (3) most supervisory tasks are considered to be administrative rather than clinical, (4) organizational structures do not adequately encourage or support the use of clinical supervision, (5) training in clinical supervision is unavailable, (6) clinical supervision is more likely to be provided in programs that have a clear "clinical" identity, than in programs that are less clearly defined, and (7) clinical supervision is reserved more for highly professional staff than for the bulk of the direct care staff that deliver agency services. Results largely support the propositions, showing that responsibility for supervision largely lies in the informal organization. There are few formal arrangements or plans for the development and use of clinical supervision, and, where practiced, supervision is far more administrative than clinical. The study also highlights the lack of conceptual sophistication in direct care supervisors in which a highly interpersonal, human relations type supervision is mistaken for clinical supervision. Clinical supervision is considered the outcome of a series of interacting parts, and a complex concept based upon both content and approach. The study concludes by describing a method for the design of clinical supervisory systems, based on generic principles identified in the literature but built around the specific needs of individual organizations.