<p> The primary focus of this study was to learn how ethical leadership behaviors impacted employee organizational citizenship behaviors (OCB) and to propose a theory related to the relationship between ethical leader behaviors and employee OCB. This qualitative grounded theory study investigated specific types of leader behaviors and other, non-leader related factors that contributed to employee OCB. Seven female and 10 male engineers, working in a variety of engineering disciplines at various levels of leadership in their organizations, provided important perspective from their experience. The study discovered specific leader behaviors that can be traced back to ethical leadership theory encourage employee OCB. <i>Role model-employee relationship theory</i> or RMER was developed from analysis of the data. There are three constructs to RMER: <i>the ethical leader,</i> in which three distinct leadership behaviors of mentoring, supporting, and role modeling appear to promote employee OCB, <i>growing into leadership, </i> which describes the phenomena found in this study where employees who have role models early in their careers in turn choose to become role models once they become leaders, and <i>employee characteristics promote employee OCB,</i> in which employee characteristics of psychological ownership, self-esteem, and employee voice were each found to be important to promoting employee OCB, especially when combined with leader behaviors that promoted employee OCB.</p>

<p>Church leaders have historically used attendance and membership as indicators of church health and leader effectiveness, yet church attendance in America is declining. 131 senior ministers in mainline Churches of Christ in the state of Texas participated in an ex post facto study to explore the relationship between the leadership styles of senior ministers (IV) including, transformational, transactional, and passive avoidant leader styles, measured by Multifactor Leadership Questionnaire (MLQ) and church attendance (DV) patterns, including declining, static, or growing congregations between 2009 and 2012. The findings show that all three MLQ leader styles are present in declining, static, and growing churches. The data suggests there is no relationship between leader style and church growth trends. Churches declined, remained static, or grew with each leader style. The study indicates that senior ministers in Churches of Christ in the state of Texas demonstrate transformational leader behaviors. However, transformational leader styles may not be influencing church growth as measured by attendance more significantly than transactional or passive avoidant leader styles. Because the study did not find a statistically significant difference in church growth patterns for the three leadership styles, this suggests there may be other factors at work that are influencing church growth in Churches of Christ. </p>

<p> Catholic colleges and universities in America have significantly changed philosophically, demographically, legally, and financially during the past 5 decades. Since the conclusion of the Second Vatican Council in 1965, there has been considerable focus on attempting to accurately describe the Catholic identity for institutions affiliated with the Roman Catholic Church. Called to embrace the modern world, Catholic institutions of higher learning have been challenged to retain their distinctiveness even as they have become more closely aligned with secular institutions within the academy. Because of this convergence of institutional similarities, how does a potential student come to understand institutional Catholic identity during the search process? With over 230 Catholic degree-granting institutions to choose from in the United States alone, the task of determining a &ldquo;best-fit&rdquo; for the student can be challenging. It is important to have a framework for independently determining the strength of institutional Catholicity for a student seeking a uniquely Catholic undergraduate experience.</p><p> Specifically, this research identifies a set of 15 signal features for identification of a distinctively Roman Catholic institution of higher education within a framework for understanding institutional positioning with respect to the Roman Catholic Church from an external, or off-campus, perspective. In addition to the exploration of public documentation and the campus environment, select faculty and student leaders were interviewed at &ldquo;Holy Catholic College&rdquo; (a pseudonym) to understand their perspectives on the strength of Catholicity of their particular institution in the development of the framework and associated signal features.</p>

<p> The purpose of this quantitative descriptive correlational research study using the Emotional Competence Inventory (ECI) survey instrument was to examine to what extent a relationship exists between a project leader&rsquo;s emotional intelligence (EI) and project success (Hay Group, McClelland Center for Research and Innovation &amp; Wolff, 2006). Literature reviewed found a gap existed regarding relationships between emotional intelligence of a project leader and project success. The survey sample consisted of project managers, project leaders, or other project management designation. The survey sample contained 60 respondents self-identified within the project management profession and others providing multi-rater reviews of survey participants. The study, using the ECI, Spearman&rsquo;s correlation, chi-square statistical analysis, and other descriptive statistics was to examine relationships between the independent and dependent variables. Results suggested no correlation between emotional intelligence of project leaders and project success but do suggest emotional intelligence is a factor to consider within project leadership.</p>

<p> Emerging research has shown that, in the last twenty years, dramatic corporate and workforce changes have taken place in terms of when and where work is performed. Telework has emerged as a popular mode of work design, characteristic of a modernizing workforce. As a flexible work arrangement, telework options have been linked with improved work-life balance, feelings of autonomy, and intrinsic satisfaction for employees. However, concerns for employees' lack of presence and distance from the office and how individuals remain connected to the organization and its members continue to surface. More particularly, increasing time being physically away from the organization can impact employees' feelings of becoming invisible, isolated, and less able to identify with the organization. This is noteworthy because a sense of connectedness and feelings of belonging at work have been linked to engagement, productivity, and performance. To date, however, no studies have focused on what happens to individuals' sense of belonging when they engage in high-intensity telework, consistently working from home more than sixty percent of the time. The purpose of this phenomenological study, then, was to describe and understand the essence of the high-intensity teleworkers' experience of organizational belonging. Semi-structured interviews were conducted with ten individuals who were employed in full-time roles across different organizations, who worked from home at least three days a week, and had been doing so for at least six months. The findings reveal especially unique and important perspectives on the employee-supervisor relationship, how high-intensity teleworkers engage from a distance, and how a sense of belonging is realized. Notions of identity fulfillment surface as central to how organizational belonging is experienced by high-intensity teleworkers. An identity-based definition of organizational belonging is also offered. Recommendations for further research and practical suggestions for organizations employing high-intensity teleworkers are highlighted. </p>

<p> Human service organizations increasingly rely upon teams to address complex human problems. Research suggests that workplace teams benefit workers, improve work processes, and yield improved work products and outcomes. However, most child welfare workers perform their jobs based on a traditional practice model - with one caseworker assigned to a family and each worker carrying a caseload of several families. The literature implicates this traditional casework model in workplace conditions (e.g. isolation, burnout and vicarious trauma) linked to diminished worker well-being and increased staff turnover. </p><p> This comparative case study draws from systems theory and extends Hackman's model of team effectiveness to the case of child welfare units implementing a team-based approach to practice. It explores how workers accustomed to functioning independently coalesce as a team in which members share responsibility for casework tasks and outcomes. Adapting Hackman's model, the study posits five cohesion-enabling conditions: Real team; compelling direction; enabling structure; organizational support; and expert coaching. Capturing multiple perspectives across four teaming units, the study conceptualizes the five enabling conditions as antecedents to cohesion. </p><p> Thirty-three respondents - including frontline child welfare supervisors and workers, administrative supervisors, and expert coaches - participated in group and individual interviews. Interview questions explored the relationship between respondents' perceptions regarding the presence or absence of the five enabling conditions, and two indicators of team cohesion - worker well-being and team efficacy. Study results offer preliminary support for the five enabling conditions as antecedents to team cohesion. When enabled, these conditions empower individual workers to create teams that encourage mutual support, shared expertise, and peer-learning. </p><p> Given the history of child welfare case practice, dating back to the mid-20^th century, a team-based approach presents an innovative idea with potential benefits for teaming units; e.g., improved worker well-being and increased team efficacy. Preliminary study findings suggest implications for practice and directions for future research.</p>

<p> The need for public school construction and the cost of funding that construction has been the source of considerable concern and debate as far back as the late nineteenth century and has carried forward through the first decade of the twenty-first century. Although it is estimated that the United States has spent almost $750 billion on school construction since 1900, studies have also pointed out that only six percent of the schools were built since 1980. Numerous studies since 1990 to the current day have placed estimates as high as $322 billion needed to meet current needs for renovation, repair, and new construction. </p><p> The need and cost for funding public school construction is also within the context of how these costs are funded in the United States. Most school construction, with some exceptions, is heavily dependent upon local government, in other words the local taxpayer as the source of funds for the needed construction. This study focused on the needs of Winchester, Virginia, a small city located in the Northern end of the Shenandoah Valley. Winchester Public Schools and the local government were faced with $50 million in local school construction needs for its only high school, a historic building of iconic stature. The prevailing thought among many was that this figure was too high, or exceeded the fiscal capacity of local government. When the estimated cost began to rise, local decision makers were faced with the dilemma of what to do. The conclusion was to take the unheard of step of conducting a capital campaign to raise funds in order to assist in the renovation and restoration John Handley High School. </p><p> The methodology used was to conduct semi-structured interviews of persons, purposefully chosen, who were involved in the decision-making or in some way were involved in the capital campaign environment. The intent was to explore attitudes and beliefs about the school and the fundraising effort. The results reveal a fascinating story about the school&rsquo;s original benefactor and the forces of social capital and attachment to the school that occurred over its history. These forces ignited the effort to raise private funds to renovate and the restore the school that resulted in the donations of funds in excess of six million dollars and has yet to come to a conclusion. The study reveals not only the beliefs and attitudes of the individuals involved, but also the attachment that an entire community has for its beloved school and the community spirit it symbolically represents.</p>

<p> This qualitative grounded theory study sought to identify what motivates women to stay in or return to science, technology, engineering, and math professions (STEM) long-term, leading to a motivation model. Twenty women, each having a minimum of 10 years of experience in STEM professions, participated in the study. Four of the 20 participants had a career path where they left the STEM workplace for more than 26 weeks and then returned. The results of this study suggested that there may be five themes related to motivating factors for women who stay in STEM professions long term: a) interest in STEM is the constant as individual needs and priorities change, b) direct manager influence on development is critical c) performance-based workplace policies and culture are continuously sought, d) moving towards a no-bias workplace remains important, and e) the career growth path at life's crossroads remains a challenge. While this study's results suggested that some bias does still exist in the STEM workplace, as previously documented. The results suggested that an equitable workplace does not yet exist regarding career growth opportunities. As career growth is one of the motivating factors for women in STEM and environments for career growth opportunities vary in the workplace, this study's results also suggested that career growth opportunities continue to be a barrier for women in STEM.</p>

<p> There is a perceived impending shortage of skilled talent for the corporate world, as well as the US federal and state governments (Herman, 2004). This issue is much fodder for discussion of how to retain employees, how to develop loyalty and the birth of catch phrases such as "global employer of choice." The concept of engaging employees for greater firm performance; and for finding ways to continuously engage employees with the idea of becoming an employer of choice may be one of those areas that scholars, consultants and practitioners have the right idea, but translation to an executable plan is difficult. </p><p> This phenomenological study contributes to the literature on organizational commitment, and employee identity networks through the lived experiences of the participants. This study focuses on why people stay through the conceptual framework of Allen and Meyers' (1991) work organizational commitment and their affective commitment prong. Participants were interviewed twice and the interview data was analyzed utilizing Moustaka's (1998) empirical psychological phenomenological method (EPPM). </p><p> Given the turnover of employees with short tenure, one question is whether organizations are providing the right elements to foster organizational commitment, job embeddedness or engagement. More specifically, what keeps employees at companies? This study takes a comparative look at the lived experience of a diverse sample of employees who have stayed with the company between 5-7 years. The study looks at the perspectives of African Americans, Asian Pacific Americans, Hispanic Americans, who participated in an employee identity network and the perspectives of White American males who did not participate in an employee identity network. </p><p> Findings revealed five themes that contributed to the development of affective commitment. The study has concluded that actions taken by both the company and the participant around a critical event were paramount in why people stayed and that employee identity networks provide much of the antecedents to affective commitment and ultimately to the decision to stay despite a difficult critical career event.</p>

<p> This study explored authentic leadership behaviors to determine if the behaviors would relate to follower satisfaction with supervisor, overall job satisfaction and the intent to quit and in age groups of 20-24, 25-34 and 35 and over and predict the same relationships in age groups of 20-24 and 25-34. The intent was to determine if authentic leaders could positively affect the intent to quit in younger workers that in turn may attenuate turnover. This non-experimental quantitative study significantly supported the relationship to and the prediction between authentic leadership behaviors, follower satisfaction with supervisor, overall job satisfaction and a lower intent to quit. Age groups did not significantly moderate the relationships. This study demonstrated that authentic leaders significantly related to and predicted follower satisfaction with supervisor, overall job satisfaction and the intent to quit with all age groups, suggesting that authentic leaders may attenuate turnover, including younger workers.</p>