El presente estudio de carácter descriptivo - correlacional tiene como objetivo evaluar la relación existente entre Engagement y los Comportamientos de Ciudadanía Organizacional en una muestra de 300 trabajadores de una empresa retail de la ciudad de Lima. Para este propósito se utilizó la Escala Utrecht de Engagement en el Trabajo (UWES-9) (Schaufeli & Bakker, 2003) y la Escala de Comportamientos de Ciudadanía Organizacional de Compañeros de Trabajo (ECCOCT) (Rodríguez, Sánchez & Martínez, 2013). Se estudió la validez y la confiabilidad de las escalas por medio del análisis factorial y a través del cálculo de la consistencia interna de las escalas. Los resultados muestran una relación directa y significativa entre Engagement y las dimensiones de Comportamientos de Ciudadanía Organizacional; se encontraron correlaciones bajas (Concienciación, r = .23; Cortesía, r = .28), moderadas (Virtud Cívica, r = .48) y fuertes (Altruismo, r = .70). / The relationship between Engagement and the Organizational Citizenship Behavior was analyzed, as well as that of their respective dimensions, in a sample of 300 workers of a retail company in Lima. The 62.7% were women and 37.3% were men. The ages of the participants presented a range between 22 to 38 years (M = 27 years, SD = 2.76). Regarding the time spent in the company, they presented a time range of three months to 36 months (three years) in the company (M = 15, SD = 7.57). In this sample, the instruments were applied: Scale Utrecht of Engagement in the Work (UWES - 9) (Schaufeli & Bakker, 2003) and Scale of Behaviors of Organizational Citizenship of Workmates (ECCOCT) (Rodríguez, Sánchez & Martínez, 2013). Regarding the results, it was found that there is a positive, significant and strong correlation between Engagement and Organizational Citizenship (r = .677, p <.001). As for the dimensions, low correlations were found (Consciousness, r = .23, Courtesy, r = .28), moderate correlations (Civic Virtue, r = .48, Sportsiness, r = .41) and strong (Altruism, r =. 70). The results are discussed in light of the theory. / Tesis

This dissertation is about collaboration as an organizational practice that is communicatively constituted. Specifically, I examine how members of a team in an English language program located in a large southeastern university in the United States make sense of what they define as a collaborative work environment and materialize it in their meetings in spoken and written discourse, and in their mention and use of organizational artifacts. Though the study examines the practices of one organizational setting, the insights generated illuminate broader organizational and discourse dynamics and speak to important issues in the discipline of communication such as authority, leadership, organization sensemaking, materiality, and the role of texts in organizations. The data in this dissertation consists of spoken and written discourse. The spoken and written discourse data consist of 11 audiorecorded and transcribed meetings. To collect these data, I attended team meetings for a period of one year. I transcribed selected meeting data, and analyzed this data using a tool kit called discourse analysis. The written discourse data I examine is comprised of two documents: The Statement of Core Values and the Philosophy on Teamwork. My analysis shows how team members operating in a collaborative environment favor strategies that lead to consensus. These strategies include the use of politeness strategies such as the use of mitigating and inclusive language. Team members also use discursive strategies that demonstrate top down leadership and authority, albeit marked by indirectness. I offer practical recommendations for practice starting with the idea that collaboration does not have meaning outside of communication; collaboration means what the members of a discourse community say it means. I contend that discourse analysis can be a useful tool for organizational members as it can help them become mindful of the language they use and its constitutive force in the workplace. I also offer suggestions that can help organizations retroactively make sense of their organizational texts to ensure that they are accountable to others for what their organizations stand for.

My dissertation is concerned with the organizational survival of cross-sector collaboration in education, a strategy that has long been present in education reform but has received renewed interest in recent years due to broader social and policy trends. In particular, my study is concerned with the environmental, organizational and individual conditions that contribute to the inability of cross-sector collaborations to sustain the “backbone”—or intermediary organizations—responsible for facilitating the collaborative work. In addition to exploring the characteristics that contribute to their organizational death, my study leverages stakeholder interviews and document analysis to build an understanding of the most important considerations for the survival prospects of future cross-sector collaborations. The framing of the study incorporates institutional, organizational and sensemaking theories to guide three tiers—the macro, meso and micro levels—of organizational analysis. Using a qualitative, comparative case study design, I match three unsustainable or “dead” cross-sector collaborations with three surviving pairs that share a similar mission, vision and goals, but vary across a number of key conditions that interview data from the dead collaborations suggest are critical to survival. I conduct 53 new interviews with stakeholders from dead collaborations and draw on 69 interviews that either I or a collaborator conducted with stakeholders from the surviving collaborations as part of a previous study. My total sample includes 122 interviews with stakeholders across the six collaborations. I then build a case narrative for each of the collaborations, using interview data and key documents, followed by a cross-case analysis of how the collaboration pairs differed in the characteristics, conditions, events and strategies they employed during coalition building, implementation and sustainability planning phases. I conclude with an analysis of the patterns across the three dead collaborations that undermined their organizational sustainability and an examination of the promising practices learned from the surviving collaborations. The findings from my study have implications for policymakers, practitioners, philanthropic organizations and future researchers that are discussed in detail in the final chapter. I find four major patterns across the dead collaborations that contributed to their closure, including: institutional contradictions in funder-backbone relationships; perverse incentives for collaboration due to insufficient coalition building and continuous partner engagement; a backbone structure that is either too dependent on or too detached from the school district; and an inability to control alternate narratives about the work being produced by cross-sector partners, funders and community members. I generate theoretical propositions related to these findings for suggested use by future researchers. Additionally, I find six promising practices across the surviving collaborations that have bolstered their sustainability prospects to date: diversifying their funding portfolios to avoid reliance on short-term grants; leveraging an effective leader to communicate a clear value proposition to funders; investing in iterative, partner engagement and collaborative governance structures from coalition building through implementation; creating a common narrative about the collaboration’s identity, but tailoring communications with different stakeholders; buffering the backbone from environmental volatility by separating the roles of facilitation and programmatic service provision; and leveraging network membership to share experiences and avoid replicating mistakes.

Excerpt: Hiring innovative employees and promoting an innovative workplace culture is often cited as critical to organizational success (Evangelista & Vezzani, 2010; Rubera & Kirca, 2012; Sapprasert & Clausen, 2012; Walker et al., 2010).

Employees' social media use and its potential links with work-related outcomes have received significant scholarly attention in recent years. The existing studies, however, demonstrated mixed findings and the impact of social media use on employee outcomes remains inconclusive. The current debate on employees' social media use points to the need for a meta-analysis on this particular issue, as it could help provide a more conclusive summary to resolve the inconsistency across studies. This meta-analysis study reviewed empirical studies published in peer-reviewed journals from 2009 to 2018 with the aim to provide robust conclusions about the relationships between employees' social media use and employee outcomes (i.e., job performance, innovative performance, job satisfaction, work engagement, emotional exhaustion and work-life conflict) and to explore the moderators of these associations. A total of 29 journal articles were examined in this thesis. The results of the random-effects model suggested that social media use, in general, has positive and small effects on job performance, job satisfaction, work engagement, and work-life conflict. Its effect on emotional exhaustion, however, was significant but negligible. In addition, a positive but non-significant association was found between social media use and innovative performance. The sub-group and meta-regression analyses further identified the moderators among the positive associations found. Specifically, purpose of social media use and culture moderated the effects of social media use on both job performance and job satisfaction; job position moderated the association between social media use and job satisfaction. The theoretical and practical implications from the results of this study, the limitations of the present meta-analysis, and directions for future research were discussed.

In today’s increasingly diverse workforce, inclusive leadership has become an important focus for organizations. Inclusive leadership is the extent to which leaders foster a sense of belonging among group members and show that their uniqueness is valued. Researchers have shown that inclusive leadership positively affects subordinate outcomes, such as psychological safety, work engagement, and innovation. However, there is little research on the individual and situational characteristics that predict leaders acting in an inclusive manner. The current research analyzes the extent to which inclusive leadership is predicted by individual characteristics (e.g., personality, diversity beliefs), developmental experiences (e.g., leader training, mentorship), and organizational factors (e.g., organizational inclusive climate, senior leadership behavior). Findings revealed two personality traits to be significantly associated with inclusive leadership: Extraversion and Openness. Specifically, Extraversion was positively related to inclusive leadership, while Openness was negatively related to inclusive leadership. Furthermore, the current research demonstrated that inclusive leadership was positively related to subordinate affective organizational commitment, and negatively related to subordinate intention to quit. This research helps advance theory on inclusive leadership and suggests how organizations may increase inclusive leadership among their ranks. Implications for theory and practice, limitations, and directions for future research are discussed.

This qualitative case study was designed to explore the ways by which women become influential board members in nonprofit organizations. To address this problem, four research questions were explored in order to shed light on the experiences of women on nonprofit boards.This study is based on the following assumptions: (1) women who serve on nonprofit boards have the capacity to be role models and, as such, can empower other women to assume leadership roles; (2) women are motivated to serve on nonprofit boards because they see it as a catalyst for their own career growth and development; (3) due to 2nd generation bias and other underlying barriers, women have to work harder than their male counterparts in order to reach senior positions on the board; and (4) women are forthcoming in describing the challenges they have faced, and willing to share ways in which they overcame those challenges. The women selected to participate in this study were all seasoned board directors who have been serving on nonprofit boards for a minimum of five years on a voluntary basis. The primary sources of data were in-depth interviews with 10 female board members, a focus group of 4 women who met the same criteria as the participants, but who were not part of this study, and a document review of relevant material. The primary findings emanating from this study were: (1) women who joined nonprofit boards had a passion for the mission and a desire to give back to the community; (2) women learned to become influential board members by working hard, while collaborating with their board colleagues; (3) women articulated that the challenges they faced revolved around dissension among peers; and (4) women described overcoming these challenges by developing good relationships with board members and other stakeholders. The principal recommendation resulting from this study is that training and development programs should be implemented for: women of all ages who seek a nonprofit board position; boards of directors of nonprofit organizations that aspire to improve the governance performance and interpersonal relationships within the board; and current board members who would take on a mentoring role. A “train the trainer” program for educators and executive coaches should be implemented in order to advance the performance of the board.

No description available.

Emotional Intelligence is believed to explain how emotions may be used, monitored, and measured to predict workplace success and failure, the suggestion that if individuals can balance the emotions within themselves and others, they can use their skills to better their organization. This study explored the development of Emotional Intelligence in the ASI Student Manager Team in comparison to Student Government members at California Polytechnic State University, San Luis Obispo (Cal Poly) during the fall 2008 quarter. The Bar-On Emotional Quotient Inventory (EQ-i) was used to assess student leaders’ Emotional Intelligence (EI) development (N = 27). A two sample t-test was used to identify any significant difference in the Emotional Intelligence scores between the two groups. Findings indicated significant training effects on respondent’s scores when considering assertiveness, happiness, and empathy.

The ever increasing utilization of cross-functional teams (CFTs) to address a broad range of complex work challenges has made it imperative that factors supporting their effectiveness be better understand. While these teams have great potential for bringing together different sets of skills to address the needs of organizations their outcomes have been mixed at best with some teams exceeding expectations and many falling far short of initial hopes. The present study seeks to understand the ways in which leader behaviors related to the framing of diversity, team and purpose early in the life of a CFT have an impact on initial team member perceptions. The findings revealed no significant effects for Diversity Framing or Team Emphasis Framing on team member perceptions. Framing by the leader with regard to Purpose Clarity, however, was shown to impact significantly a number of key dependent measures with Clear Purpose leading to higher ratings of Readiness to Engage, Readiness to Learn, and Readiness to Take Risks. In addition, Clear Purpose produced a marginally significant increase in ratings of the measure, Feelings of Valuing of Uniqueness. Lastly, the results showed a significant interaction effect on the measure, Team Potency, with higher ratings occurring in the condition when Purpose was unclear, Diversity Ignored, but when the concept of Team was emphasized by the Leader. The implications of the results for theory and future research are discussed, as are implications for leadership development and the training of team coaches and consultants.