abstract: In the United States, the profession of Law Enforcement is facing a workforce crisis. There are fewer applicants applying for policing jobs than there was just a decade ago. To worsen the problem, many officers are leaving the profession in less than five years. The Arizona State University Police Department is no exception to this problem. Police employees leave the department for a variety of reasons but among them is a conflict with their supervisor in the area of organizational justice. There is a gap in the training of first-line supervisors in policing as a whole as it pertains to organizational justice and how to implement it within their workgroups. Organizational Justice Theory includes the constructs of distributive justice, procedural justice, informational justice, and interpersonal justice. This mixed-methods study tested the assumption that organizational justice training with first-line supervisors at Arizona State University Police Department would have an effect on their self-efficacy and implementation of organizational justice practices and therefore improve relationships with their subordinates. Results of the study showed a single eight-hour class on Organizational Justice had no effect on the self-efficacy or implementation of organizational practices by first-line supervisors within the timeframe of the study. Like the supervisors, there was also no statistically significant effect on the employees and their belief that their supervisors were practicing organizational justice within their workgroups. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

The problem of this study was to determine whether there is a significant relationship between certain situational factors and high and low scores on the leadership behavior dimensions of industrial supervisors. The behavior dimensions studies were the two dimensions of Consideration and Initiating Structure, as measured by the instrument used in the study.

The school psychologist shortage has been a persistent problem in education, and there is a lack of research on what current administrative supervisors are doing to address shortages. This study examined the perceptions of district leaders regarding the recruitment and retention of school psychologists. Participants included 19 administrative supervisors in public school districts in Colorado (CO), Utah (UT), Nevada (NV), and Wyoming (WY). Data for this qualitative study were collected by conducting semi-structured interviews with administrative supervisors of school psychologists. Interviews were transcribed and analyzed for common themes. A total of 10 themes were identified, and the first theme reflected concerns about school psychology graduate programs not producing enough school psychologists. Additionally, being farther away from a graduate program creates recruiting difficulties. Another related theme revealed that close relationships with graduate programs contributes to successful recruiting. Administrative supervisors noted the role that the surrounding community plays in retaining current school psychologists. They also expressed the importance of creating appealing workloads that matched salaries, being responsive, matching school psychologists’ preferences, and offering job flexibility. Other key themes included the challenges of finding school psychologists to hire and competing with neighboring local education administration (LEAs). Finally, administrative supervisors believe that they are in a worker’s market that favors the school psychologist. Overall, there appeared to be a theme of administrative supervisors feeling a lack of control over their current situation. Limitations for the study include collecting data across several months that may have influenced participants responses due to the demands of hiring during certain times of year. The sample included participants from states in the western United States, which may reflect limited perspectives based on geographic needs and trends. Directions for future research may include a larger sample size that reflects national demographic characteristics. Further research could also investigate the effectiveness of current efforts to address shortages on a systemic level. This could include researching how state and national associations advocate for school psychologists and how graduate programs grow and adapt to match current needs.

Indiana University-Purdue University Indianapolis (IUPUI) / Performance management is not a new area within IO psychology research, however recently there has been growing interest with how to increase its effectiveness. Scholars are calling for more research to examine the antecedents of actual performance management behaviors that managers enact on a daily basis. The current study addresses this gap by utilizing Implicit Person Theory to understand the effect of supervisor perceptions on their behaviors that contribute towards the goal(s) of performance management. Previous research has suggested that Implicit Person Theory leads to more coaching behaviors, however, has failed to identify an explanatory mechanism. The current study relies on the three-component model of commitment to offer a mediating variable between Implicit Person Theory and differing degrees of performance management behaviors due to its more proximal relationship to the target behaviors compared to the broad antecedent of perception of others. The researchers tested this mediation using survey data from a broad sample of supervisors across the United States. Managers’ Incrementalism was positively and significantly related to discretionary performance management behaviors via affective commitment to performance management, however the relationship between Incrementalism and focal performance management behaviors via continuance commitment was non-significant. This research extends previous performance management research by providing evidence for the influence of key supervisor attitudes and implicit beliefs on varying levels of performance management behaviors. Theoretical contributions, limitations and future research directions are discussed.

The problem of this study was to determine whether the attitudes toward selected supervisory practices among the teachers and supervisors of Region X, Texas and Karachi, Pakistan, are similar or different according to their sex, age, marital status, educational attainment, and years of experience.

Prior research has shown that accountability influences decision-making processes (e.g., Tetlock, 1985a). Tetlock's work has found when accountable decision-makers know the view of the person to whom they are accountable, decision-makers will shift their decision towards that known view. In addition, these decision-makers may more frequently rationalize a previous decision. Accountable decision-makers who do not know the view of the person to whom they are accountable have been found to exhibit vigilant and complex cognitive processing. The goal of this study was to apply Tetlock's model of accountability to performance evaluations. Undergraduate raters in accountability conditions expected to meet with one of their actual professors to justify performance ratings. To further investigate the nature of accountability, this study contrasted with Tetlock's work in utilizing two different types of accountability and a decision shift control group. Results of this decision shift control group raised questions about Tetlock’s conclusions about accountability's effects on decision shifts. In addition, reward aspects of accountability may subsume Tetlock's regular operationalization of interpersonal accountability. Overall, raters appeared to focus on the possibility of giving unfavorable ratings. This focus may be of primary importance to accountability effects in performance evaluation. Suggestions for future research and the generalizability of these processes were discussed. / Ph. D.

No description available.

No description available.

Since 1990, the Jordanian government extensively focuses on human resource training and development. Civil service reform policies attempt to improve supervisors? performance through training. This study cross-culturally validated the Learning Transfer System Inventory (LTSI) for use in the public sector in Jordan. By doing so, Arab and Jordanian human resource researchers and practitioners can utilize Supervisors? Learning Transfer System Inventory (SLTSI) to diagnosis the training needs and improve the outcomes of training. This study aimed to assess learning transfer in three large public organizations in Jordan. In particular, it attempted to (1) validate the learning transfer questionnaire in the Jordanian organizational cultures. (2) Test the expectancy theory in learning transfer among supervisors. (3) Determine factors that influence learning transfer, and (4) provide empirical support to the expectancy theory, which is a significant requirement for developing a theory for learning transfer. In this study, the LTSI was translated into the Arabic language through a rigorous contextual translation. Six demographical questions were added to the eighty-nine questions in the instrument before it was administered to 500 supervisors. Of this number, 361 questionnaires were returned completed for a 72.2% final response rate. The Cronbach Alpha reliability test showed that all 89 items in the instrument were internally consistent (á= .927). In addition to validating the LTSI, the study found that eleven of the sixteen factors reported by previous studies were reliable (Cronbach Alpha ranged from .723 to .865). Bivariate analysis showed that demographics did not have significant impacts on learning transfer. Perceived utility from transfer was the strongest predictor of learning transfer, followed by supervisors? perceived performance self-efficacy, and supervisors? perceived rewards from transfer. Although path analysis showed no strong evidence to support a probable causal relationship, the expectancy variables (utility, rewards, and efficacy) explained about 23% of the variance in the dependent variable. Finally, recommendations and implications were discussed.

No description available.