<p> In hospitals in the United States, the ratio of nurses to patients is declining, resulting in an increase in work demands for nurses. Consequently, organizations face challenges with nurses' organizational commitment. Studies have revealed generational differences, as determined by birth year, in employee levels of organizational commitment in a number of organizational settings. However, there is a gap in the literature regarding the impact of generational cohorts on the organizational commitment of nurses. The purpose of this quantitative, nonexperimental, cross-sectional design was to address whether generational cohorts of nurses differed in their levels of organizational commitment, and to investigate whether licensed practical nurses (LPNs) and registered nurses (RNs) differed in their levels of organizational commitment. A purposive sampling method was used to recruit 132 nurses in Alabama for this study. A MANOVA was employed to test the mean differences in organizational commitment by generational cohort status and nursing degree. Results revealed that generational cohort status did not have a significant impact on nurses' levels of organizational commitment. However, the findings showed that LPNs had significantly lower levels of affective commitment than RNs. This study provided information that may be of use to hospital administrators and human resource managers in communicating the need for flexible incentive packages to address the needs of a diverse workforce. Results from the study may promote social change by providing information about how nurse credentials are associated with their organization commitment. This association is critical for building organizational stability, organizational effectiveness, and nurse recruitment and retention.</p>

M.Com. (Industrial Psychology) / Please refer to full text to view abstract

A dissertation submitted to the Faculty of Arts, University of tho Witwatersrand, Johannesburg, for the Degree of Mastel' of Arts. Johannesburg 1991 / The industrial supervisor is the classical example of the person in the middle or the 'marginal person' Placed between management and the workforce, supervisors encounter conflicting expectations and demands. For the black supervisor in South African industry, these problems are exacerbated, typically having been promoted from the ranks and operating at an essentially white management, black workforce interface. Previous researchers have discussed the dysfunctional consequences faced by these people and, further, have alluded to the possible relationship between this and supervisors' dual loyaltles. This research examines the marginality of black supervisors and how this relates to their possible dual commitment. Towards this end, a psychometrically sound measure of psychological marginality was constructed, following which an empirical investigation was undertaken to investigate the relationship between black supervisors' psychological marginality and their dual allegiances. Factor analytical techniques revealed that black supervisor's marginality comprises two variables; namely, management marginality and worker marginality. The relationships between both marginality variables and levels of organisational commitment, union commitment and dual commitment were not significant. This suggests that the management and worker marginality experienced among black supervisors is not related to dual commitment, unilateral commitment and alienation. Implications of these findings for theory and practice are discussed and directions for future research provided. The primary shortcoming of the study was small sample sizes as a result of the sensitive nature of the subject. However, this was mediated by the rigorous methodology adopted throughout.

The purpose of this investigation was to study the perceived levels of burnout of secondary school teachers in relation to the following independent variables: (a) age, (b) gender, and (c) years of experience. Additional items included identified supplemental job roles and/or responsibilities which are most often related to role conflict and role ambiguity. / The subjects for this study were a sample of secondary high school teachers in Leon County public schools including Godby, Leon, Lincoln, and Rickards. Data were obtained from 169 subjects, a 47% return rate. The total survey distribution effort resulted in a 36% (n = 92) response rate from single role teachers, a 79% (n = 34) response rate from dual role teacher/coaches, and 70% (n = 43) response rate from dual role teacher/others. Random interviews were conducted among several teachers for the purpose of gaining greater insight into subject response and/or non-response. / The instruments utilized were: (a) a Personal Data Sheet, (b) The Maslach Burnout Inventory (MBI), and (c) The Role Conflict and Role Ambiguity Scale. The MBI measured the perceived levels of burnout in three dimensions, emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The demographic information was obtained through the personal data sheet. The Role Conflict and Role Ambiguity Scale measured the perceived levels of role conflict and/or role ambiguity associated with the job responsibilities. To assess the level of burnout in secondary school teachers, an analysis of variance (ANOVA) was used. ANOVA was also used to determine the difference in burnout between male and female teachers. A Pearson Product Moment Correlation analyzed the relationships between the level of burnout and age, and years of experience. A regression analysis was utilized to determine the relationship between burnout and role conflict and/or role ambiguity. / Given the three dimensions of burnout, results indicated that emotional exhaustion is present in moderate levels, but depersonalization and feelings of lack of personal accomplishment were low among the secondary teachers, regardless of the dual role assignments. There was no relationship found between burnout and the demographic variables: age, gender, and years of experience. Role conflict was inversely related to emotional exhaustion and depersonalization of secondary teachers with additional remunerated roles other than coaching. Role ambiguity did not effect the level burnout of secondary school teachers. / Recommendations are suggested for teachers, administrators, as well as for future research. These recommendations included an awareness of the feelings, conditions, and characteristics associated with occupational burnout; systematic evaluations of faculty; similar studies conducted earlier in the school year using different geographical areas and other levels of public schooling; instrumentation that allows for unrestricted subject response; and further investigation into the relationship between role conflict and burnout among dual role teachers. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2765. / Major Professor: Dewayne J. Johnson. / Thesis (Ph.D.)--The Florida State University, 1994.

This study examined the relationship between training and work alienation among correctional officers and sergeants serving in all male maximum and close security prisons in Florida. The research investigated the effects of training, individual characteristics, and institution on correctional officers' work alienation. Work alienation was measured along five subscales of powerlessness, meaninglessness, normlessness, instrumental work orientation (self-estrangement), and isolation from organizational goals. / Three correctional institutions were randomly selected from the highest risk prisons in the state, ranked by the Florida Department of Corrections as Category 7. All correctional officers and sergeants from these institutions totalling 901 were surveyed by mail. Of the 901 surveyed, 380 (42.1%) were usable for the study. / The survey elicited information on training attended by officers, their background, and level of alienation. Open-ended questions were also included. / Results of multiple regression analysis revealed that training has significant impact on lowering work-alienation. However, that impact was limited to specialized and career advancement training. Formal education had a positive effect on level of alienation. More alienated officers were likely to be married, non-whites, with no children, aged 40 years and less, working for 15 years or less, assigned to night shifts, and related to family members employed in correctional work. One particular institution had higher levels of alienation among its officers than the other two surveyed. / To alleviate work-alienation, recommendations were made for specific policy changes focussing mainly on strengthening current training standards. They relate to (1) research, development, and evaluation of training, (2) curriculum and instructional development, (3) training of trainers, (4) support services for training, and (5) strategy for staff development. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2551. / Major Professor: Sande Milton. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study was to conduct a multimethod study of the dynamics of Learned Helplessness (LH) in an organization. Models of LH which exist in the literature were reviewed, and comparisons and contrasts among the models were made, leading to suggestions for a number of variables from these models which were examined. Interview and questionnaire data were gathered to examine a number of issues including the validity of LH as a construct in organizations, the occurrence, dimensionality and consistency of attributions made by organizational members, and the convergence of various measures of LH, with special attention given to the validity of the Organizational Attributional Style Questionnaire (OASQ). To analyze the data, content analysis, correlations, profile analysis and multivariate multiple regression were used. / Results indicated that LH is a construct deserving of further attention by organizational researchers. Specifically, results showed that there are differences between helpless and empowered respondents, that attributions are consistent in similar situations, that the results of using various measures to examine LH are convergent, and that the OASQ is a valid measure of LH in organizations. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3590. / Major Professor: Mark J. Martinko. / Thesis (Ph.D.)--The Florida State University, 1992.

The purpose of the study was to determine the extent of occupational stress and burn-out extant among teachers and administrators in elementary schools of Leon County, Florida, to examine perceptions of role conflict (RC) and role ambiguity (RA), and to determine the degree of relationship between these (RC & RA) and reported stress. / The sample for the study was composed of school-based elementary school administrators (N = 33) from the 16 schools participating in the study and a stratified by school) random sample (N = 160) of the teaching staff (N = 644) of these elementary schools. Response rate for administrators was 84.5% and 66.2% for teachers. / An instrument, the Fogelson Educators Survey (FES) was constructed for the purposes of the study. It contained three sections: the Maslach Burnout Inventory (MBI), (1981), deriving scores in three dimensions: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA); a Role Questionnaire by House, Rizzo, and Lirtzman (1970); and a 13 question demographic questionnaire designed to uncover specific demographic variables relative to the respondents of the study. After analysis of the quantitative data, two schools were chosen for more intensive research. Teachers and administrators were interviewed to verify and clarify the quantitative results. / Results indicated that emotional exhaustion is present in moderate levels but that depersonalization and feelings of lack of personal accomplishment were low among teachers and administrators. Levels of role conflict and role ambiguity were also low when compared to established norms. Other factors influencing educator perception of stress were age, grade level taught, communication styles, and school governance models. / Recommendations included on-going stress management workshops coupled with teacher and administrator support groups, training in procedures necessary for successful implementation of site-based, shared decision-making models of school governance, increased use of face-to-face, interactive modes of communication, and a course component in non-instructional duties of teachers as part of either teacher education programs or district Professional Orientation Programs (POP). / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3417. / Major Professor: John H. Hansen. / Thesis (Ed.D.)--The Florida State University, 1992.

This study investigated the relationship between individual and group efficacy in the performance of a group task. The main question asked in this inquiry was, "Under which efficacy conditions will there be maximum group performance?" More specific research questions asked are: (1) What is the relationship between self-efficacy and group efficacy with respect to group performance? (2) What is the relationship between the type of group interaction and group performance? (3) What is the result of the interaction among self-efficacy, group efficacy, and interaction? / The subjects were 156 introductory psychology students at a large southeastern university. A co-relational design with randomized assignment to interactive and non-interactive conditions was used. The task was to solve as many anagrams as possible in ten minutes from a list of 40 anagrams to obtain a group performance score. In the interaction condition, subjects worked together to solve the anagrams; whereas, in the non-interactive condition, they solved the anagrams individually. / The study revealed a significant relationship (r =.82, p $<$.001) between estimations of individual efficacy and estimations of group efficacy. There was no significant difference (p $<$.05) in group scores for the interactive and non-interactive conditions. However, a comparison of levels of interaction, high, medium, low, and none, revealed significant differences (p $<$.01) between levels of high and no interaction, as well as between high interaction and low interaction (p $<$.05). The group scores for the interactive and non-interactive conditions were not significantly different; however, a comparison of levels of interaction revealed significantly different means between high interaction time and no interaction time. This finding showed that length of interaction was an intervening variable in the interaction - performance relationship. / When age, gender, familiarity with group members, self-efficacy, group efficacy, and degree of interaction were entered in a regression analysis, self-efficacy and degree of interaction accounted for the preponderance of variation in group performance. The conclusion was that group performance was highly related to perception of individual efficacy and the degree of group interaction. / Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2306. / Major Professor: Gary Peterson. / Thesis (Ph.D.)--The Florida State University, 1992.

The purpose of this study was to investigate the use of consensus processes within the context of designing a large scale public educational system involving large groups of planning partners and subject-matter experts. Initially, this study examined the use of a consensus-building model developed by the Schoolyear 2000 initiative in several individual and joint design team meetings. Questions investigated included: (1) To what degree was the consensus-building model being observed in design team meetings? (2) What were the strengths in using this model to arrive at group consensus on design criteria? (3) What were the weaknesses in using this model to arrive at group consensus on design criteria? (4) How practical was it to use this model for all team meetings to arrive at consensus on design criteria? and (5) Did group composition (e.g., size of groups, number of males and females) affect group decisions with or without the use of this model? / Proponents of large scale educational restructuring and planning call for the use of systems theory and principles of instructional systems design. Although both constructs call for the use of subject-matter experts and planning partners, systems theory and instructional systems design do not address the use and coordination of these key players, especially when large groups are involved. / The participants for this study consisted of five design teams with membership composed of classroom educators, school administrators, district administrators, Department of Education members, business and industry representatives, and community college and university educators. Design team sizes ranged from 43 to 87 members. / A mail-out survey, telephone follow-up interviews, written and videotaped observations of individual and joint design team meetings, and collection of artifacts were used and analyzed as data sources. / Results indicated the consensus-building model was not strictly adhered to and a modified consensus process was substituted by design team facilitators. Observed strengths, weaknesses, and practicality of the modified consensus process are discussed as well as group composition, additional observations, conclusions and recommendations. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4224. / Major Professor: Marcy P. Driscoll. / Thesis (Ph.D.)--The Florida State University, 1995.

This study develops a new tool, the Perception of Empowerment Instrument, to be used in assessing the level of perceived empowerment in individual organizational members. The importance, history, and development of the empowerment construct are examined, as is the relevance of the construct to the field of organizational communication. Previously identified dimensions of the construct and previously constructed measurement scales are discussed. A new instrument is constructed measuring empowerment dimensions of autonomy, responsibility, and participation. The instrument is refined using exploratory and confirmatory factor analysis, and is tested for internal consistency reliability and test-retest reliability. The new instrument is then tested for content validity and concurrent criterion-related validity. Results of the instrument development and validation process are described, and directions for further refinement and research are suggested. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4205. / Major Professor: Daniel Montgomery. / Thesis (Ph.D.)--The Florida State University, 1995.