Thesis (M.S.)--Central Connecticut State University, 2004. / Thesis advisor: Glynis Fitzgerald. " ... in partial fulfillment of the requirements for the degree of Master of Science in Department of Communication. Includes bibliographical references (leaves 81-92). Also available via the World Wide Web.

This dissertation contains two studies. The first study uses a resource-based view to update previous meta-analyses of leader-member exchange (LMX) (Gerstner & Day, 1997; Ilies, Nahrgang, & Morgeson, 2007) by meta-analyzing the relationships between LMX and its various antecedents and outcomes. Based on the conservation of resources (COR) theory, LMX is regarded as a valuable resource toward multiple performance outcomes. Four groups of antecedents are proposed and it is argued that these resources help to develop a high quality of LMX, which represents the “resource gain” process in COR theory. Hypotheses relating to relationships between LMX and its correlates were proposed and tested. Methodological moderators were also included. Overall, results show that LMX is significantly related to various antecedents and outcomes. Implications for theory development and directions for future research are discussed. Based on the findings and research gaps observed from the first study, the second study uses a social-exchange view to propose and test a model of supervisor monitoring influencing subordinate innovation. It introduces a new and parsimonious classification of supervisor monitoring (control monitoring and developmental monitoring) and examines the effects of these two monitoring behaviors on subordinates’ innovative behaviors (generating, spreading, and implementing new ideas). Guided by the social exchange theory, this study argues that the two types of supervisor monitoring would affect subordinates’ job attitudes (trust and distrust in supervisor), social relationship quality (leader-member exchange), and work behaviors (feedback seeking behaviors), which in turn affect their innovative behaviors. Data were collected from 388 supervisor-subordinate dyads in China. Results show support for the proposed theoretical model. Findings suggest that supervisors’ monitoring behaviors have both positive and negative effects on subordinates’ innovations, depending on the kind of monitoring behavior they display. / published_or_final_version / Business / Doctoral / Doctor of Philosophy

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In efforts to facilitate the utilization of EAPs and access to EAP services, traditional supervisory referral processes have trailed behind increased worker needs. EAP purchasers (e.g., employers), therefore, have demanded improving penetration rates of impaired employees in their workplaces. More specifically, there is a need for increased access to EAP services and resources for workers throughout organizations. Given this pragmatic marketplace objective and a gap in EAP research concerning supervisory interventions, this study examined various aspects of the supervisor-troubled employee identification and intervention process. It was thought that there are a variety of alternative helping strategies that supervisors' enact, along with initiating an EAP referral. It was also assumed that these helping strategies might be more appropriate and/or effective for different members of the workplace.Because most previous EAP research investigated front-line supervisors and staff, there has been limited data on other workplace populations. In Part One of this project, therefore, actual supervisors (N = 34) from various positions in the organizational hierarchy were recruited to systematically identify a range of potential actions that managers might employ with troubled workers. After establishing content validity and reliability for five identified actions (Modify Relationships, Contact Professionals, Informal Discipline, Formal Discipline, & Support), these supervisory strategies were used as dependent measures in Part Two of this study.More specifically, in Part Two of this project, supervisors' beliefs about and potential actions taken with impaired employees were investigated. Supervisors (N = 91) from all levels of the organizational hierarchy of a large Midwestern hospital served as participants. Supervisors were asked to rate their likelihood of utilizing the five specific strategies in response to hypothetical troubled workers or colleagues. Unlike many previous studies that typically focused on substance abuse problems, the current project presented participants with hypothetical employees who displayed a variety of personal difficulties.Hypotheses for this study were based on Bayer and Gerstein's Bystander-Equity Model of Workplace Helping Behavior (1988a). MANOVA results, in general, supported this Model and suggested that supervisors varied in their potential actions with impaired employees as a function of their position in their organization's hierarchy. Managers also differed, in part, in their responses to troubled workers and colleagues. No significant differences were found, however, with respect to supervisors' beliefs about behaviors indicative of problem staff members.Organizational, clinical, and research implications are offered. Finally, along with discussing corporation's expectations for cost-efficient and effective EAP services, proactive roles for EAP professionals and consultants are described. / Department of Counseling Psychology and Guidance Services

The purpose of the study was to identify factors which cause job stress during school closures due to declining enrollments. An additional purpose was to identify possible techniques to manage or reduce job stress associated with school closures.A questionnaire was designed to identify stress factors associated with school closings. The questionnaire was mailed to 165 school personnel of two middle schools and three elementary schools closed due to declining enrollments. Responses were received from 109 school personnel. Mean scores for each questionnaire item according to demographic information were computed.A second questionnaire was designed to identify techniques helpful in reducing or managing stress factors associated with school closings. The second questionnaire was mailed to the 109 school personnel responding to the first questionnaire. Mean scores for each technique according to demographic information were obtained.Certificated personnel perceived "uncertainty of choice of job assignment"; "uncertainty caused by not knowing future school assignment"; "knowing when new job assignments would be made"; "extra work during the year due to closing of the school"; and "uncertainty caused by not knowing future administration" as the five most stressful factors during school closures.Non-certificated personnel perceived "uncertainty caused by not knowing future school assignment"; "uncertainty of choice of job assignment"; "knowing when new job assignment would be made"; "loss of preferred working schedule"; and "loss of familiar building surroundings as the five most stressful factors during school closures.Certificated and non-certificated personnel perceived receiving the greatest amount of help from the following five techniques: "personal conference with principal of school closed"; "group meetings with principal of school closed"; "meeting with the new principal"; "visiting building where yo4 might be assigned"; and "discussion with central office personnel."