<p> The purpose of this study is to investigate the impact and response to the findings of the Quality Review, in twelve selected schools in NYC, as it related to Quality Indicator 3.4. It focused on the challenges these principals had to contend with to move from an Underdeveloped, Developing, or Proficient rating to a Well Developed rating in Quality Indicator 3.4. It focused on the strategies these principals used to change the organizational culture of the school community in preparation for the next Quality Review. Finally, it will attempt to determine if elements of the primary embedding mechanisms identified by Edgar H. Schein, were prevalent in the strategies principals used to change the culture of their organizations and therefore make improvements in their Quality Review proficiency ratings. </p><p> The participants in this study included twelve principals which encompassed elementary, junior high, and high school. Individuals selected to be part of a target population of principals were able to acquire a Well Developed rating in Quality Indicator 3.4 after receiving an Underdeveloped, Developing, or Proficient on the preceding QR between the years of 2011&ndash;2016. Data was collected using the interview questions developed by the researcher, and triangulated with data from the School Quality Review (SQR), and the NYC Quality Review reports for each of the participating schools. The findings in this study revealed that external evaluation tools liken to the NYC QR have an impact on school climate and can be used as a lever for change in the organizational culture of a school community. It also revealed that Schein&rsquo;s primary embedding mechanisms are applicable in the school setting. </p><p>

<p> <b>Purpose.</b> The purpose of this study was to examine the relationship between faculty trust and readiness for change at mid-sized private non-profit universities. This quantitative study examined the independent variables of faculty trust in colleagues, trust in their Deans, and trust in their institution, and the dependent variable of readiness for change. Moreover, the present study examined the mediating factors of institutional trust on the relationship between interpersonal trust and readiness for change. </p><p> <b>Methodology.</b> The present study was related to individual faculty members&rsquo; perceptions of the variables trust and readiness for change. Faculty participants (N =89) recruited for this study were randomly sampled from six universities across the United States. An online questionnaire consisting of 48 items regarding perceptions of trust in colleagues, trust in Deans, trust in the institution, and readiness for change was administered. </p><p> <b>Findings.</b> The bivariate correlations between the interpersonal trust variables (trust in colleagues and trust in Deans) and readiness for change were not significant. Due to the lack of significant relationships, the model did not meet the criteria for institutional trust to mediate interpersonal trust and readiness for change. A significant positive relationship was found between institutional trust and readiness for change. </p><p> <b>Conclusions.</b> This study adds to the empirical research regarding the relationships between the constructs of trust and readiness for change within higher education, in which there is a gap in the literature. Interpersonal trust is an important construct within institutions of higher education and predicts institutional trust. Additionally, institutional trust is a precursor to readiness for change for this population. </p><p> <b>Recommendations.</b> For practice, higher education administration should focus on increasing the levels of interpersonal and institutional trust at their institutions; this can be done through assessing trust levels and creating opportunities for faculty to have one-on-one interactions with senior administration and the Board of Trustees. For research, replicating the study with a larger population; examining a predictive model of the variables; conducting a study with more specificity on the scope and type of change; and exploring collective trust could expand the literature on higher education, trust, and readiness for change.</p><p>

<p> Leader humility has been linked to a number of positive outcomes such as greater employee satisfaction, lower turnover intention, enhanced group creativity, and improved team performance. However, the study of humility is still in its relative infancy. Questions remain about what causal mechanisms link humility to the various positive outcomes it appears to engender, how contextual differences may affect humility's outcomes and how it functions, and how those interested can easily and accurately gauge an individual's level of humility. This dissertation addresses some of these outstanding questions. It comprises three papers that employed a combination of experimental, cross-sectional, meta-analysis, and text analysis methods to examine humility in a military context or during tasks in which select members of the military regularly engage. The first chapter proposed and tested a causal model to explain how leader humility affects the performance of a team pursuing a highly interdependent task in a virtual environment &ndash; much like military analysts coordinating electronically with geographically dispersed entities trying to compile a complete set of data to address mission requirements. Results from three experiments revealed that humble leaders are liked more by those they are in charge of and that they induce a greater sense of psychological safety in the teams they lead compared to their less humble counterparts. However, while conducting a hidden profile task, humble leaders did not appear to affect information flow or group performance any differently than leaders who are not humble. The second chapter examined how behaving humbly affects assessments of leadership potential among officers in the United States Army - with an added emphasis on exploring potential gender differences in how humble leaders are perceived. Results from a combination of four studies (one cross-sectional and three experimental) found that, contrary to what is hypothesized in the extant literature, humility is valued in the Army, although it may not be the only leader quality that positively affects perceptions of leadership potential. Further, results from a mini meta-analysis of the experimental data from the second chapter found that gender moderated the relationship between humility and perceptions of potential in the military, with men receiving more benefit from acting humbly than women. The third and final chapter in this dissertation proposed and tested a unique, unobtrusive means of assessing humility in a sample of cadets from the United States Military Academy and examined whether humility predicts their military performance at West Point. This final chapter also examined the effect gender has on humility's utility as a leader characteristic in the military. Results revealed that the proposed unobtrusive means of assessing humility possessed modest convergent validity, while proving to be a moderately significant predictor of military performance, even after controlling for several other demographic and experience related variables. No significant interaction between humility and gender in terms of their effect on military performance was noted.</p><p>

<p> The position I adopt in this study, aligned with Lyotard (1979), asserts that the master narrative guiding societal and organizational beliefs, values, and knowledge about mothering and work represents a privileged standpoint and does not represent the experiences of mothers of color. Additionally, the master narrative works to harm mothers of color because these women evaluate their own experiences by the expectations and norms generated by the master narrative. Embodied in a critical approach to research towards resisting the power of the master narrative, I explore the power and wisdom in the experiences of mothers of color. By creating research that is centered on their experiences, we can support the development of their own critical consciousness, the self-reflection of others while also creating meaningful change that can inform our communities, organizations and society. Ultimately, I seek to de-center the master narrative by highlighting the experiences of women who do not fit into this privileged story. These mothers are harmed by the dominant narrative&rsquo;s invisible and sustained hold on the beliefs, values, norms, and expectations about mothering and work. </p><p> Therefore, within this context, the purpose of this study was twofold. First, from a critical perspective, the study explored master narratives of mothering, work, and the how mothers of color experience those narratives. Second, the critical emancipatory nature of this research engaged the participating mothers of color in a process of empowerment. This process included the development of resources that not only empower working mothers of color, but also are vital tools for the organizations they serve to diminish the narratives&rsquo; harmful effects. To explore this phenomenon, this study answered two research questions: How are narratives of mothering and work experienced by working mothers of color? How can the development of counter-narratives facilitate empowerment? </p><p> In answering these two research questions, the study had two main conclusions supported by four core themes. Thus, the study found that participants experienced narratives of mothering and work through a complex and fluid process involving their multiple identities, the power dynamics surrounding them (particularly within their work places), negotiating self-care, and the influence of support systems. These four dimensions (or themes, as presented through the methodology) dynamically interacted with each other to generate a distinctly unique experience for participants based on their various identities. </p><p> Therefore, the findings of this research expose the roles narratives play in reproducing the limited views which dominate our understanding of working mothers. By exploring these narratives and highlighting women of color&rsquo;s experiences, we are offered a new depiction and a more accurate description of mothering. These more accurate descriptions will be useful for theory, policy, research, and practice.</p><p>

<p> Today&rsquo;s complex global economy is often referred to as VUCA (volatile, unpredictable, complex, ambiguous) to express the rapid pace of disruptive change and the unreliability of long held structures, processes and beliefs. These unprecedented changes are impacting global leadership practice. Leaders can no longer rely solely on decisive and authoritative decision making to help their organizations remain competitive. The rapid pace of unpredictable change and ambiguity of clear solutions is demanding more collaborative decision-making for today&rsquo;s toughest challenges. Executive coaches who support global leaders are increasingly in positions of trusted adviser to senior level executives. This qualitative study interviews a group of seasoned executive coaches to gain a deeper understanding of the best practices for supporting global executives, the challenges they face in implementing these practices, the ways in which they measure their success, and their recommendations to other executive coaches who wish to support global leaders. Findings, therefore, contribute to the growing scholarly field of executive coaching in a number of areas, including: (a) executive coaching scholarship, (b) executive coaching training programs, (c) graduate business school curriculum, and (d) leadership development programs. </p><p>

<p> Relational capacity within cross-functional groups is increasingly understood to mediate a variety of performance outcomes. Relational coordination, a specific measure and theory of organizational performance in interdependent cross-functional groups with integrated tasks, has been associated with better performance outcomes especially under conditions of uncertainty and time pressure (Gittell, 2016). Understanding underlying factors and processes that contribute to increased relational coordination in terms of opportunity tension (Lichtenstein, 2014), focus theory (Feld, 1981), and positive organizational scholarship (Dutton &amp; Ragins, 2007) from a multilevel research perspective (Kozlowski &amp; Klein, 2000) may extend the theory and offers the possibility of designing more effective change interventions. </p><p> This single exploratory case study focused on a hospital Intensive Care Unit (ICU) that had demonstrated increased relational coordination as a result of change interventions. Case study method was suited to this &ldquo;how&rdquo; and &ldquo;why&rdquo; research question. During a single week, 15 ICU participants were interviewed on-site. Video interviews of 8 consultants, expert in relational coordination interventions from a variety of settings, situated the case in a larger context. </p><p> Transcripts were coded producing 35 descriptors that were ranked by frequency. The following 5 analytic categories of significant factors and processes emerged: (a) opportunity tension, (b) relational factors, (c) sensemaking, (d) focal activity, and (e) contextual factors. Additionally, 2 emergent themes developed: (a) factors and processes are causally linked in a mesh of interdependency, and (b) occur at multiple levels and multiple scales. </p><p> The major contribution of this study was an interoperability model of the 5 analytic categories of factors as a multilevel causal mesh to increase relational coordination. Contextual factors help create the container for focal activities that build relationships and the safety for continuous learning and sensemaking. At every point in the process, opportunity tension stimulated action. The analytic category model led to 22 recommendations that inform future change intervention designs. More specific research into each of the 5 analytic categories is needed to validate the findings and increase the resolution of how the factors are involved in the processes. Exciting future directions include leveraging positive organizational scholarship and harvesting relational coordination field practices to deepen theory.</p><p>

<p> As millennials and young adults under the age of 40 become the growing majority, it is critical to understand their leadership profile, the workplace challenges they face, and their strategies for overcoming obstacles as young leaders. Specifically, in healthcare, the rapidly changing industry presents internal and external environmental challenges that must be handled in the most professional and proficient manner to be an effective leader. As such, the purpose of this study is to gather best strategies and practices that healthcare leaders under the age of 40 can adopt for their respective organizations. There are 4 research questions that address the research study&rsquo;s purpose: (a) strategies and practices employed by healthcare leaders under 40, (b) challenges faced by healthcare leaders under 40, (c) definition and measurement of leadership success and organizational performance, and (d) recommendations for young aspiring leaders. 15 healthcare leaders under the age of 40 participated in the research study and responded to 12 questions in a semi-structured interview format. The results of the phenomenological qualitative study yielded 62 themes. In particular, the following emerged as top themes with regard to strategies and practices: servant leadership, authentic leadership, transformational leadership, emotional intelligence. Challenges faced by healthcare leaders included regulatory changes, healthcare reform, competing priorities, managing financial and human capital, and managing change. In terms of managing resistance to change, a four-part framework was developed through the following themes: educate people on the change, engage people in the process, listen and empathize, build a guiding coalition. As for obstacles experienced by young leaders, themes included proving credibility, perceptions of youth, lack of experience or knowledge. 60% stated that their definition of leadership success would be based on team development and success, followed by organizational success, personal achievement, and reduced staff turnover. A high performing organization focused on quality, engaging the workforce, patient experience, cost savings, financial growth and stability, and community outreach. To measure and track organizational performance, key performance indicators, dashboards, and balance scorecards were mentioned. The research study wrapped up with advice for young aspiring leaders with emotional intelligence emerging as a top theme. </p><p>

<p> An unavoidable feature of humanitarian fieldwork is the day-to-day witnessing of injustice, and the suffering of vulnerable people and communities. The existing psychological and sociological research on aid workers largely focuses on the personal impact of their exposure to suffering and injustice, rather than the actual witnessing experience. The focus of this research is to understand the lived experience of field-workers, how they construct witnessing, and the factors that shape and mediate this experience, in particular the role of the M&eacute;decins Sans Fronti&egrave;res (MSF) principle of <i> t&eacute;moignage</i> [speaking out]. The process of meaning making, and the impact of challenging experiences on field-workers, is also considered. The research method predominantly employed narrative inquiry. Twelve experienced MSF staff were interviewed to elicit personal stories about their role as witnesses. The research findings suggest that for those that daily witness suffering, it is an immediate, direct, and intimate experience. There is a reciprocal relationship with the patient or communities, and an entangled empathy mediates this relationship, and its expression. A strong ethic of care is central to the human encounter. The principle of <i>t&eacute;moignage, </i> and its call to speak out, or engage in social action, is significant in giving direction to witnessing. Research participants often experienced extreme conditions. Impacts such as fatigue, aspects of burnout, a lack of effective coping strategies, and self-care skills were observed. The quality of MSF as a holding environment for witnessing and meaning making is explored. Practice recommendations are made in terms of organizational implications, leadership, and psychosocial support.</p><p>

<p> As more people gravitated to the city, urban areas in the United States became increasingly diverse, yet the Church missed the opportunity to reach these multicultural cities. Though there were efforts at designing a core curriculum for cultural adaptability training, there was a lack of data supporting its effectiveness.</p><p> Much of the Church&rsquo;s response to the urbanization focused on cross-culturalism with the view of urban communities as mission fields. Literature revealed that cultural adaptability and cultural intelligence were needed skill sets for the workplace. Faith organizations that routinely worked among cross-cultural populations needed to ensure that their staff received proper training in cultural skills before leaving for the field.</p><p> This research centered on a small study of urban missionary candidates from World Impact. The quantitative approach followed a methodology that was exploratory, rather than hypothesis, driven. The design used a survey tool called the Cross Cultural Adaptability Inventory. The tool utilized a Likert scale and rating scale questions, as opposed to open or closed question surveys. </p><p> In determining acceptable levels of cultural adaptability in missionary candidates, this study found evidence of notable increases in adaptability as a result of training. Additionally, cultural adaptability in relation to demographics was validated. However, the linear combination of demographics predicting cultural adaptability was not found.</p><p> Literature supported the lack of consensus on the direction of cultural adaptability studies. The expectation of this study was that organizations would take a deeper look at how they were conducting cultural adaptability training. The data gathered from this research project led to the recommendation for continued study on the individual components of cultural adaptability, including additional occupations and pretesting as a best practice prior to post-testing.</p><p>

<p> Due to deeply held gender roles and cultural norms in organizations, women leaders struggle in their ability to lead authentically (Cook, 2012). Leading with authenticity encourages women to bring their whole self to work, providing them with the flexibility and freedom to exhibit their best qualities in the workplace. Authentic leadership serves to inspire women to believe in themselves and their abilities, enabling women to foster relationships and transparency that can transform work environments and corporate cultures to become more accepting of individual differences.</p><p> This study investigated the leadership experiences of professional women across multiple generations. Data collection consisted of semi-structured interviews with 15 women leaders. Leaders were asked 12 interview questions aligned to five research questions. The questions focused on the past and current leadership experiences. Key findings of the study revealed 64 themes. As a result of the study, authenticity was identified as a significant contributor toward the success of women in leadership roles. Being true to self and being genuine was the most important factor of authenticity in both a women&rsquo;s professional and personal life. The barriers and challenges that women face include bridging the gap between the male stereotype of leadership and the socially accepted female gender role. These challenges present obstacles for women leaders who attempt to embrace and emulate their true selves at work. Sometimes at the risk of losing their job. Women depend upon their faith, prayer, and practice of reflection and meditation to help them lead with authenticity. These strategies along with self-awareness help women to develop the courage needed to continue moving forward in their leadership practice.</p><p> Success for authentic women leaders is defined by their career and the ability to perform personally fulfilling work. Success is also defined by the leader&rsquo;s ability to develop and maintain strong relationships with family and friends while also helping others. Recommendations for aspiring women leaders include most significantly the ability to be a leader of self, possessing high self-awareness and building self-confidence. These recommendations are followed by a practice of facing fears and embracing authenticity early in life and career.</p><p>