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A systematic review of factors that influence implicit prototypes based on gender or race in the leader/follower relationship

Author: Brown Leonard, Jr
Publication venue: University of Maryland University College
Publication date: 01/01/2018
Field of study

Given the disparity of women and racial minorities in top leadership positions, the increasing diversity across the American work force and the growing need for effective ways to manage a diverse workforce, new strategies and ideas for equitable work environments are needed in the management field. Knowing that the relationship between leaders and followers has a tremendous impact on organizational and individual outcomes, and therefore has an impact on leader success, the management field must understand how to best leverage the leader and follower relationship to support leader and organizational success. A possible alternative to current diversity management practices used to address gender and race issues in organizations is literature that explores the importance of the implicit ways leaders and followers view each other. This dissertation aimed to synthesize the current research on the factors that influence implicit prototypes specific to gender or race. The results or findings from this research might lay a foundation for developing effective strategies for managers to employ to mitigate the negative impact of implicit prototypes in the leader/follower relationship and support the success of leaders. Using social cognition as an organizing framework, a systematic review methodology based on evidence-based management practice was utilized to answer the research question: What factors based on race or gender influence implicit prototypes that can potentially impact the leader-follower relationship? The findings suggested leadership traits (agentic vs communal) were the most influential factors for prototype mismatch for implicit prototypes based on gender and implicit prototypes based on race. In addition, job/task fit was an influential factor for prototype mismatch for implicit prototypes based on gender. The management literature on decision-making and judgment were explored as possible strategies to mitigate the negative impact of prototype mismatch.IMPLICIT GENDER OR RACIAL PROTOTYPES i A Systematic Review of Factors that Influence Implicit Prototypes Based on Gender or Race in the Leader/Follower Relationship. Leonard Brown Jr. A Thesis Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of the Requirements for the Degree of Doctor of Management Dr. James Gelatt, Ph.D. Dr. Deborah Wharff, D.M. 2018 IMPLICIT GENDER OR RACIAL PROTOTYPES ii Abstract Given the disparity of women and racial minorities in top leadership positions, the increasing diversity across the American work force and the growing need for effective ways to manage a diverse workforce, new strategies and ideas for equitable work environments are needed in the management field. Knowing that the relationship between leaders and followers has a tremendous impact on organizational and individual outcomes, and therefore has an impact on leader success, the management field must understand how to best leverage the leader and follower relationship to support leader and organizational success. A possible alternative to current diversity management practices used to address gender and race issues in organizations is literature that explores the importance of the implicit ways leaders and followers view each other. This dissertation aimed to synthesize the current research on the factors that influence implicit prototypes specific to gender or race. The results or findings from this research might lay a foundation for developing effective strategies for managers to employ to mitigate the negative impact of implicit prototypes in the leader/follower relationship and support the success of leaders. Using social cognition as an organizing framework, a systematic review methodology based on evidence-based management practice was utilized to answer the research question: What factors based on race or gender influence implicit prototypes that can potentially impact the leader-follower relationship? The findings suggested leadership traits (agentic vs communal) were the most influential factors for prototype mismatch for implicit prototypes based on gender and implicit prototypes based on race. In addition, job/task fit was an influential factor for prototype mismatch for implicit prototypes based on gender. The management literature on decision-making IMPLICIT GENDER OR RACIAL PROTOTYPES iii and judgment were explored as possible strategies to mitigate the negative impact of prototype mismatch. Keywords: follower, gender, implicit prototypes, leader, race, social cognition IMPLICIT GENDER OR RACIAL PROTOTYPES iv Acknowledgments I would first like to thank my committee, Dr. Gelatt for your steady and patient guidance through this entire process. I learned so much from your mentorship. Dr. Wharff for your thinking and feedback, you helped to improve my work beyond what I thought was possible. I would like to thank Dr. Wagner as well. Your teaching prepared me well for the dissertation process and your guidance on the conceptual model was invaluable. I would also like to thank folks from the UMUC DM program including Marina Caminis, Dr. Dinauer, Cynthia Thomes, Dr. Witz, Dr. Booth, Dr. Cason, Dr. Sherlock. Thank you to my cohort. I feel fortunate to be part of an amazing group and thank everyone for a great experience. I’d especially like to thank Deanna and Kim for our dissertation phone calls. I’d like to thank Dr. Tuajuanda Jordan, President of St. Mary’s College of Maryland, for her support of me pursuing this degree and my staff at the College for affording me the time to get this done. Thank you to the many mentors along the way including Joyce Shabazz, Susan Donovan, Kim Leisey, Kathy Clark Peterson and Julie Ramsey. Lastly, I would like to acknowledge my friends and their families who have supported me through this including Erik Holt, Michael Yonas, Jim Diperna, Xan Karn, Michele Murray, Michelle Cheatem, Xavier Cole, Sarah Mansfield, Jeff Foster, Laura Henderson, Marty Brennan, Mike Stanitski, Jimmy Walter, and Scott Walters. IMPLICIT GENDER OR RACIAL PROTOTYPES v Dedication My mother was one of the first African American women to graduate from Slippery Rock University in 1956. Being a teacher was one of the few options she had because of her race and gender. My father went into the Air Force after he graduated from high school. The only other option he had was to work in the steel mills of Pittsburgh, but my grandfather would not let him because he wanted a better future for my dad. My mom and dad both valued education, and reminded my sister and me often that our inheritance was the investment they made in our education. Their value in education and the opportunity that my mother had to go to college started a transformative ripple that will impact my family for generations to come. This dissertation was made possible by the small but significant opportunity she was given and should remind us all that opportunity is not a competition. The day I presented my research as required by the Doctor of Management program was my mom’s birthday. Later that night, my oldest daughter called to inform me that she had received her first college acceptance letter. This dissertation is dedicated to Jennie and Leonard Brown my mother and father, my sister Leonetta for her loving support, my family, Dickinson Posse 9 New York and especially to Maia, Ava, and Ella, my daughters whom I love with all my heart. IMPLICIT GENDER OR RACIAL PROTOTYPES vi List of Tables Table 1. Codes Generated in Round One.......................................................................... 76 Table 2. Descriptive Themes ............................................................................................ 77 Table 3. Analytical and Descriptive Themes .................................................................... 79 Table 4. Journal Articles ................................................................................................... 83 IMPLICIT GENDER OR RACIAL PROTOTYPES vii List of Figures Figure 1. Conceptual framework for the categorization of research on implicit leadership and implicit followership theories. ........................................................................... 40 Figure 2. Process and content in Two Cognitive Systems ................................................ 61 Figure 3. Preliminary conceptual framework illustrating the influential factors on implicit prototypes. ................................................................................................................. 63 Figure 4. The preferred reporting items for systematic reviews and meta-analysis (PRISMA). ................................................................................................................ 71 Figure 5. Quality appraisal assessment tool utilizing the Weight of Evidence framework and the TAPUPAS. ................................................................................................... 73 Figure 6. Revised conceptual framework ....................................................................... 104 IMPLICIT GENDER OR RACIAL PROTOTYPES viii Table of Contents Abstract ............................................................................................................................... ii Acknowledgments.............................................................................................................. iv Dedication ........................................................................................................................... v List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii Chapter 1: Introduction and Overview ............................................................................... 1 Leadership Disparities in Race and Gender .................................................................... 1 Diversity Management .................................................................................................... 2 Background ..................................................................................................................... 4 Implicit Prototypes .......................................................................................................... 6 Problem Statement .......................................................................................................... 7 Purpose of the Study ....................................................................................................... 9 Significance of Study to Management Practice and Scholarship ................................. 10 Research Question ........................................................................................................ 12 Definitions and Terminology ........................................................................................ 13 Chapter Summary ......................................................................................................... 16 Organization of Dissertation ......................................................................................... 17 Chapter 2: Literature Review ............................................................................................ 18 Literature Review.............................................................................................................. 19 Social Cognition............................................................................................................ 19 IMPLICIT GENDER OR RACIAL PROTOTYPES ix Implicit Prototypes ........................................................................................................ 23 Individual Implicit Theories ......................................................................................... 32 Leader Categorization Theory ...................................................................................... 43 Social Identity ............................................................................................................... 50 Decision Making and Bounded Rationality .................................................................. 56 Propositions................................................................................................................... 61 Conceptual Framework and Narrative .............................................................................. 62 Chapter Summary ............................................................................................................. 63 Chapter 3: Methodology ................................................................................................... 66 Evidence-Based Management/ Systematic Review ...................................................... 66 Search Strategy ............................................................................................................. 68 Quality Appraisal .......................................................................................................... 72 Synthesis Methodology ................................................................................................. 74 Expert Panel Review ..................................................................................................... 80 Chapter Summary ............................................................................................................. 81 Chapter 4: Analysis and Findings ..................................................................................... 82 Dataset Characteristics ...................................................................................................... 83 Theme Emergence ............................................................................................................ 84 Gender and Implicit Prototypes ........................................................................................ 85 Performance .................................................................................................................. 85 Belief ............................................................................................................................. 87 IMPLICIT GENDER OR RACIAL PROTOTYPES x Perception ..................................................................................................................... 91 Identity .......................................................................................................................... 93 Analysis of Results ....................................................................................................... 96 Race and Implicit Prototypes ............................................................................................ 98 Performance .................................................................................................................. 98 Perception ..................................................................................................................... 99 Belief ........................................................................................................................... 100 Identity ........................................................................................................................ 101 Analysis of Results ..................................................................................................... 102 Revised Conceptual Framework ..................................................................................... 103 Summary ......................................................................................................................... 104 Chapter 5: Implications and Conclusion ......................................................................... 106 Implications for Practice ............................................................................................. 106 Cognitive and Behavioral Strategies ........................................................................... 108 Limitations .................................................................................................................. 111 Future Research .......................................................................................................... 112 Conclusion .................................................................................................................. 113 References ....................................................................................................................... 116 Appendix A ..................................................................................................................... 143 Appendix B ..................................................................................................................... 150 Appendix C ..................................................................................................................... 155 IMPLICIT GENDER OR RACIAL PROTOTYPES xi Appendix D ..................................................................................................................... 157 IMPLICIT GENDER OR RACIAL PROTOTYPES 1 Chapter 1: Introduction and Overview Leadership Disparities in Race and Gender Regardless of the industry, the problem of underrepresentation of women and racial minorities in the top levels of management has yet to be adequately addressed. While women make up 44.7% of all employees in Fortune 500 companies, only 5% of CEOs are women (Catalyst, 2018). In 2016, just three S&P 500 companies had Black CEOs, down from seven in 2007 (Hymowitz, 2016). Of all board seats in Fortune 500 companies in 2016, Black women held 2.2%, Hispanic women held .08%, and Asian women held .8% (Catalyst, 2018). These are just some of the disparities that remain prominent with the top levels of management. There have been multiple reasons put forth to account for these disparities. The “glass cliff”, the assertion that women and minority leaders are more likely to be promoted into leadership positions of organizations with a history of poor performance (Ryan & Haslam, 2007), is one idea that has been put forward to explain the leadership disparity. Not only is there evidence that supports the glass cliff phenomenon, but there is also evidence that taking risky appointments is a strategy some women use to gain visibility as leaders beyond their identity as women (Glass & Cook, 2016). The “pipeline problem” is another idea that has been explored, suggesting that there are not enough women and minorities in positions like a board member that can lead to the CEO position. CEOs are appointed by the boards of directors which favor internal candidates, as nearly half of all CEOs have previously served on boards (Savitz, 2011). The research also supports the assertion that women are less likely to be promoted than equally qualified males (Blau & Devaro, 2007) as are racial minorities (James, IMPLICIT GENDER OR RACIAL PROTOTYPES 2 2000). Despite these explanations and findings, the disparity between the growing number of women and racial minorities in the workforce and the shrinking number of women and racial minorities in top leadership persists. The changing demographics of the American workforce will only continue to contribute to the disparity of women and racial minorities in top leadership positions. In 1948, women made up 28.6% of the American workforce compared to 48.6% by 2016 (United States Department of Labor, n.d.). In 1950, “Non-Whites” accounted for 5,616,600 of the total 55,815,870 employed American workforce, slightly over 10% (United State Census Bureau, n.d.) but the proportion of minority races and ethnicities is predicted to increase through 2050 (Toossi, 2006). As of 2017, the racial composition of the U. S. workforce included Whites at 78%, Blacks at 13%, and Asians at 6% (United States Department of Labor, 2018). Additionally, as of 2017, those with Hispanic or Latin ethnicity made up 17% of the U. S. workforce (United States Department of Labor, 2018). Diversity Management The management field has relied on diversity management to address the leadership disparity problem and other issues related to workplace environment. There has been an increased focus on how people from differing life experiences, backgrounds, cultures, and social identities work together constructively within an organization as a result of these changes in the work environment. The reality of changing workforce demographics and increased globalization has forced organizations to invest significant time and attention to managing diversity (Cox, 1991). IMPLICIT GENDER OR RACIAL PROTOTYPES 3 Initial efforts in public and private sectors to address diversity on an organizational level included an affirmative action approach. The affirmative action approach focused on equality in the hiring process, an increase in promotion opportunities and protection from layoffs (Shaw, 1988). Affirmative action quickly became controversial as opponents argued that it is illegal and immoral to prefer one employee to another, based on gender and race, while proponents argued that the injustices of the past required consideration of gender and race in order to be remedied (Shaw, 1988). The limitations and challenges of the affirmative action approach led some organizations to begin moving to the diversity management approach. The diversity management approach focused on the hiring and promotion of a broad mix of different types of people throughout an organization (Gilbert & Ivancevich, 2000). This broad mix included people who were traditionally underrepresented in the workforce (Gilbert & Ivancevich, 2000). Rece

The role of portfolio design in the transition to a sustainable enterprise: Creating long-term competitive advantage in the sustainability era

Author: Alexis Jacques
Publication venue: University of Maryland University College
Publication date: 01/01/2018
Field of study

Sustainable portfolio design can provide a firm with a long-term competitive advantage by developing the firm’s culture and capabilities to effectively transition from a traditional to a sustainable enterprise. This transformation is important to create more efficient business models in the short term and concurrently create long-term stakeholder value in sustainable markets. However, the literature on sustainable portfolio design (SPD) is fragmented and inconsistent. Furthermore, current conceptual models of how to integrate sustainability into portfolio design are either too vague or too incomplete to offer clear guidance to the practicing sustainable portfolio manager. This dissertation uses a systematic review methodology to offer the first research synthesis on sustainable portfolio design and competitive advantage. A thematic synthesis of 26 peer-reviewed articles covering the period from 2002 to 2017 was conducted to offer a new conceptual model of sustainable portfolio design and competitive advantage. The model suggests that sustainable firms adopt multi-criteria decision-making models to integrate sustainability into their portfolio design process considering factors such as organizational capabilities, strategic fit, and industry structure. The model also suggests that sustainable firms are social and open systems that interact with their environment. The effectiveness and efficiency of this interaction and the quality of the sustainability integration process in creating a competitive advantage are moderated by the following four key factors: 1) the context within which the firm is operating, 2) knowledge management, 3) organizational culture, and 4) stakeholder engagement. In light of these findings, the author highlights the implications for sustainable portfolio management professionals and provides suggestions for future research.Running head: THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 1 The Role of Portfolio Design in the Transition to a Sustainable Enterprise: Creating Long-Term Competitive Advantage in the Sustainability Era Jacques Alexis A Dissertation Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of the Requirements for the Degree of Doctor of Management Dissertation Advisors Dr. Kuan Collins Dr. Kriesta Watson October 1, 2018 THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 2 Acknowledgements The completion of this dissertation would have been impossible without the help and support of several people. I am indebted to my advisor, Dr. Kuan Collins, a true scholar practitioner for whom I have a great deal of respect and admiration. Her guidance, support, encouragement and interest in my work throughout the dissertation process have pushed me to the finish line. I want to thank Dr. Kri Watson for her mentorship, encouragement, and invaluable feedback. Dr. Watson has shaped this doctoral journey from the outset by instilling in me confidence and a sense of purpose. Dr. Watson is the voice that keeps telling me every day: “if anyone can do it, you can, too.” I also want to thank Dr. John Sherlock for his intellectual curiosity and his feedback on earlier drafts of my dissertation. His profound knowledge of organizational theories and management research methodologies was a source of inspiration. I would like to extend my thanks to my friends and colleagues, Cheryl, Frederick, Andrea, and David for their invaluable input on this dissertation. Their expertise in strategy development and implementation has been instrumental in formulating answerable and practical research questions in this study. Their involvement throughout the dissertation process made it possible to highlight managerial implications that are meaningful to practitioners. Their feedback, comments and suggestions as key informal stakeholders of this research were invaluable. I want to express my very special thanks to my doctoral cohort and friends for their love and support throughout this process. With their laughter and sense of humor, they made a hard and difficult journey bearable and sometimes even fun. I would also like to thank the University staff for their infallible support, especially Dr. Leslie Dinauer, Dr. Bryan Booth, Marina Caminis, Michelle Howard, Monica Graham, and our wonderful librarian, Cynthia Thomes. THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 3 My deepest and greatest thanks go to my family for their love and support throughout the doctoral journey. I want to thank my mother, Veve, who made me aware of the importance of education for individual development and growth; to my son, Axel, for his patience, encouragement, and inspiration. THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 4 Abstract Sustainable portfolio design can provide a firm with a long-term competitive advantage by developing the firm’s culture and capabilities to effectively transition from a traditional to a sustainable enterprise. This transformation is important to create more efficient business models in the short term and concurrently create long-term stakeholder value in sustainable markets. However, the literature on sustainable portfolio design (SPD) is fragmented and inconsistent. Furthermore, current conceptual models of how to integrate sustainability into portfolio design are either too vague or incomplete to offer clear guidance for the practicing sustainable portfolio manager. This dissertation uses a systematic review methodology to offer the first research synthesis on sustainable portfolio design and competitive advantage. A thematic synthesis of 26 peer-reviewed articles covering the period from 2002 to 2017 was conducted to offer a new conceptual model of sustainable portfolio design and competitive advantage. The model suggests that sustainable firms adopt multi-criteria decision-making models to integrate sustainability into their portfolio design process considering factors such as organizational capabilities, strategic fit, and industry structure. The model also suggests that sustainable firms are social and open systems that interact with their environment. The effectiveness and efficiency of this interaction and the quality of the sustainability integration process in creating a competitive advantage are moderated by the following four key factors: 1) the context within which the firm is operating, 2) knowledge management, 3) organizational culture, and 4) stakeholder engagement. In light of these findings, the author highlights the implications for sustainable portfolio management professionals and provides suggestions for future research. Keywords: sustainable portfolio management, sustainable portfolio design, sustainability, dynamic capabilities, ambidextrous organizations, sustainable enterprises THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 5 This dissertation is dedicated to my son, Axel G. Alexis, who inspires my work each and every day. I hope you grow up to find a kinder and more sustainable world. THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 6 “In the breast of one who wishes to do something new, the forces of habit rise up and bear witness against the embryonic project” (Schumpeter, 1934) THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 7 Table of Contents Acknowledgments …………………………………………………………………………...... 2 Abstract ……………………………………………………………………………………….. 4 Dedication ……………………………………………………………………………………... 5 Remembering Joseph Alois Schumpeter .................................................................................... 6 Table of Contents ………………………………………………………………………............ 7 List of Tables ……………………………………………………………………………. …… 11 List of Figures …………………………………………………………………………………. 12 Chapter 1: Introduction and Overview .....................................………………………………... 13 Background ……………………………………………………………………………. 15 Sustainability or Triple Bottom Line ……………………………….................. 16 Sustainable Portfolio Management ………………………………..................... 18 Problem Statement …………………………………………………………………...... 21 Purpose of the Dissertation ……………………………………………………………. 24 Importance to Management Practice and Scholarship ……………………………….... 27 Research Questions …………………………………………………............................. 30 Discussion of Concepts ................................................................................................... 31 Competitive Advantage ....................................................................................... 32 Sustainable Portfolio Design .............................................................................. .32 Summary and Organization of Dissertation ………………………………………........ 34 Chapter 2: Literature Review ...................................................................................................... 35 Introduction …………………………………………………………………............................. 35 Theoretical Framework ………………………………………………………............... 36 THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 8 Resource-Based Theory ………………………………………………............ 37 Resource Dependence Theory ………………………………………………... 40 Stakeholder Theory ………………………………………………………….... 43 Portfolio Design Theory ..................................................................................... 46 Scoping Literature Review: Sustainable Portfolio Models .………………………………....... 48 Literature Interpretation and Conceptual Framework ................................................................ 67 Model Description ...................................................................................................................... 68 Chapter Summary ...................................................................................................................... 69 Chapter 3: Methodology ............................................................................................................. 71 Introduction ............................................................................................................................... 71 Evidence-Based Management .....................................................................................................72 Systematic Reviews ................................................................................................................... 74 Identification of Evidence ......................................................................................................... 77 Quality Appraisal of Evidence ................................................................................................. 84 Data Analysis and Thematic Synthesis ..................................................................................... 88 Synthesis ....................................................................................................................... 90 Chapter Summary ..................................................................................................................... 91 Chapter 4: Analysis and Findings ............................................................................................ 92 Introduction ............................................................................................................................. 92 Analysis of Evidence ............................................................................................................... 92 Findings .................................................................................................................................. 97 Finding 1: Impacts of Contextual Factors ................................................................... 98 Finding 2: Effects of Knowledge Management .......................................................... 99 THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 9 Finding 3: Influences of Organizational Culture ........................................................ 100 Finding 4: Stakeholder Engagement ........................................................................... 101 Finding 5: Transitioning to a Sustainable Portfolio Model Requires Multi Criteria Decision Making (MCDM) Models ............................................................................. 103 Finding 5a: Sustainable Strategic Objectives ................................................... 103 Finding 5b: Organizational Capabilities and Resource Availability ................ 104 Finding 5c: Industry Structure .......................................................................... 105 Impact of the Quality Assessment on the Findings .................................................................. 106 Summary of Analysis ............................................................................................................... 108 Post Analysis Conceptual Model ............................................................................................. 109 Alternative Perspectives ........................................................................................................... 111 Chapter Summary .................................................................................................................... 113 Chapter 5: Conclusions and Implications ................................................................................ 114 Introduction ............................................................................................................................. 114 Conclusions ............................................................................................................................. 114 Recommendations/Implications for Portfolio Managers ........................................................ 117 Limitations and areas for future research ................................................................................ 124 Study Limitations .................................................................................................................... 125 Summary and Overall Conclusion .......................................................................................... 126 References ............................................................................................................................... 128 Appendix A: Data Collection Methods and Research Designs ............................................... 156 Appendix B: Quality Assessment Tool ................................................................................... 158 Appendix C: Code Description and Code Definition .............................................................. 160 THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 10 Appendix D: Country of Origins and Industry Sectors of the Included Studies ...................... 162 Appendix E: List of Excluded Literature .................................................................................. 164 THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 11 List of Tables Table 1: List of Portfolio Types .................................................................................................. 20 Table 2: Competitive Advantage Metrics of the Sustainable Enterprise .................................... 25 Table 3: List of Databases and Journals....................................................................................... 82 Table 4: Sample of Quality Assessment of Primary Documents ................................................ 86 Table 5: Attribute Agreement Analysis of the Qualified Primary Documents ........................... 88 Table 6: Primary Code Document ............................................................................................... 93 THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 12 List of Figures Figure 1: Dissertation Variables ............................................................................................... 27 Figure 2: Conceptual Model of the Impact of Sustainable Portfolio Design on Competitive Advantage ................................................................................................................................. 67 Figure 3: Elements of the Evidence-Based Framework ............................................................ 74 Figure 4: The Systematic Review Process ................................................................................ 77 Figure 5: A High-Level, Six-Step Process for Identifying and Selecting Research Studies in Systematic Reviews ................................................................................................................... 79 Figure 6: PRISMA Diagram of the Included Studies ................................................................ 80 Figure 7: Identified Themes in Sustainable Portfolio Design as a Source of Competitive Advantage ................................................................................................................................. 90 Figure 8: Pareto Chart of Themes Extracted from 26 Studies ................................................... 94 Figure 9: Included Studies by Industry ...................................................................................... 95 Figure 10: Included Studies by Country of Origin .................................................................... 96 Figure 11: Individual Chart of Quality Scores for the Included Studies ................................... 108 Figure 12: Post-analysis conceptual model ............................................................................... 111 THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 13 The Role of Portfolio Design in the Transition to a Sustainable Enterprise: Creating Long-Term Competitive Advantage in the Sustainability Era Chapter 1: Introduction and Overview Organizational stakeholders’ concerns for the survival of humanity (Hardin, 1998; Mekonnen & Hoekstra, 2016) have forced many firms to incorporate sustainability factors into their strategy development processes (Brook & Pagnanelli, 2014; Graham & Bertels, 2006; Hart & Milstein, 2003). Firms that integrate sustainability into their business models can contribute to sustainable economic development (Hart & Milstein, 2003; Shrivastava, 1995) and gain a competitive advantage in both local (Bryson & Lombardi, 2009) and international markets (Elkington, 1994, 1997; Hitt, Li, & Xu, 2016). Therefore, sustainability integration has become an important element in a firm’s strategic objectives (Brook & Pagnanelli, 2014; Graham & Bertels, 2006; Hart & Milstein, 2003) as it can contribute to its competitive advantage. However, the relative novelty of sustainability as a business and strategic management concept creates a challenge for business executives and managers as they strive to develop new capabilities and new organizational routines to effectively and efficiently compete in the marketplace and to balance tensions between short-term shareholder values and sustainable goals (Brook & Pagnanelli, 2014; Graham & Bertels, 2006; Hart & Milstein, 2003). A common major blunder in sustainability integration is to take a reductionist approach to sustainability by looking for a short-term and/or partial solution to a systemic problem (Dyllick & Hockerts, 2002; Elkington, 1994, 1997; Hart & Milstein, 2003). According to Dyllick and Hockerts (2002), Elkington (1994, 1997), and Hart and Milstein (2003), to become truly sustainable, a firm must endeavor to build three types of capital: economic, natural, and social capital. One of the primary THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 14 purposes of this dissertation is to address the piecemeal approach to sustainability and to develop a systemic framework that integrates all three sustainability factors. While there is a growing body of research on sustainability practices, it is very fragmented and only a small number of studies have taken a holistic approach to sustainability integration (Brook & Pagnanelli, 2014; Graham & Bertels, 2006). Sustainability is inherently a multidimensional concept, requiring a multi-criteria decision-making (MCDM) model (Dyllick & Hockerts, 2002; Elkington, 1994, 1997; Hart & Milstein, 2003). A complete sustainability framework must integrate environmental, social and economic factors, but the common approach in organizations and in management literature is to focus on either one or two dimensions of organizational sustainability, ignoring a third dimension. For example, some authors have focused on environmental performance and profitability but ignored the social dimension of sustainability (Berns et al., 2009; Jennings & Zandbergen, 1995; Sonenshein, DeCelles, & Dutton, 2014; Wagner, 2005). Other authors have focused on corporate social responsibility (CSR) and organizational performance but devoted scant attention to the ecological footprint of the organization (Davidson & Worrel, 1988; Jones, Willness, & Madey, 2013; Kassinis & Vafeas, 2006; McGuire, Sundgren, & Schneeweis, 1988; Shrivastava, 1995; Turban & Greening, 1997). Organizations that take an integrative approach to sustainability have adopted portfolio design as an innovation and change-driven management practice (Abbassi, Ashrafi, & Tashnizi, 2014; Brook & Pagnanelli, 2014; Hart & Milstein, 2003; Khalili-Damghani & Tavana, 2014; Vandaele & Decouttere, 2013). However, there is little guidance on how to integrate sustainability into portfolio design (Brook & Pagnanelli, 2014; Graham & Bertels, 2006), and there is no research synthesis on the impact of sustainable portfolio design (SPD) on a firm’s long-term competitive advantage. THE ROLE OF SUSTAINABLE PORTFOLIO DESIGN 15 The aim of this dissertation is three-fold: 1) to conduct a systematic review of the literature to identify the mechanisms that activate the relationship between SPD and a firm’s long-term competitive advantage; 2) to develop a comprehensive and practical framework for SPD in for-profit firms; and 3) to understand how sustainable portfolio managers design their portfolios in for-profit firms.

Mitigating of the negative effects of employee stress through the development of a community college employee wellness plan

Author: Frost Jessica A
Publication venue: University of Maryland University College
Publication date: 01/01/2018
Field of study

Following the Great Recession of 2008 and the Completion Agenda of 2009, community colleges have been facing pressure to improve completion rates despite reduced state and federal funding as well as declining enrollment patterns. This applies more pressure to college leadership to invest fiscal resources wisely and that community college employees must accomplish more with less resources available to them. Results from these stressors may include job-related strain (diminished job satisfaction and morale, decreased productivity, and increased turnover intentions) and health-related (absenteeism and presenteeism, stress, and burnout) ramifications. In order to mitigate the negative effects of these pressures, community college leadership should consider the development of an effective employee wellness program. Following processes and best practices, leadership may employee a theoretical context using Self-Determination, Self-Efficacy, and Leader-Member Exchange theories as well as assessment tools to implement an EWP that will assist with combatting stress and, over several years, result in a value on investment and return on investment. Findings: EWPs may mitigate employee stress due to external and internal stressors as well as the negative job and health-related ramifications (Lloyd, Crixell, Bezner, Forester, & Swearingen, 2017; Thornton & Johnson, 2010. SDT and SET may assist employees with long-term EWP participation LMX can provide a supportive and productive relationship between leader and member to participate in EWPs and for self-care. Leadership support of EWPs and a healthy work environment are needed for a positive organizational culture (Bandura, 1997; Deci & Terry, 2013; Rosser & Townsend, 2006). The development, implementation, and maintenance of EWPs may face many barriers to success. However, abiding by best practices that may include incentives, may glean VOI and ROI over time (Linnan, Brooks, Haws, Benedict, Birken, French, & ... Britt, 2010; Rinaldi-Miles & Das, 2016; Swayze & Burke, 2013; Varman & Justice, 2015).MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -i Mitigating of the Negative Effects of Employee Stress Through the Development of a Community College Employee Wellness Plan Jessica A. Frost A Thesis Submitted to the Graduate Faculty of the University of Maryland University College in Partial Fulfillment of the Requirements for the Doctor of Management in Community College Policy and Administration Degree Charlene Nunley, Ph.D. Susan McMaster, D.M. MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -ii Abstract Following the Great Recession of 2008 and the Completion Agenda of 2009, community colleges have been facing pressure to improve completion rates despite reduced state and federal funding as well as declining enrollment patterns. This applies more pressure to college leadership to invest fiscal resources wisely and that community college employees must accomplish more with less resources available to them. Results from these stressors may include job-related strain (diminished job satisfaction and morale, decreased productivity, and increased turnover intentions) and health-related (absenteeism and presenteeism, stress, and burnout) ramifications. In order to mitigate the negative effects of these pressures, community college leadership should consider the development of an effective employee wellness program. Following processes and best practices, leadership may employee a theoretical context using Self-Determination, Self-Efficacy, and Leader-Member Exchange theories as well as assessment tools to implement an EWP that will assist with combatting stress and, over several years, result in a value on investment and return on investment. Findings: EWPs may mitigate employee stress due to external and internal stressors as well as the negative job and health-related ramifications (Lloyd, Crixell, Bezner, Forester, & Swearingen, 2017; Thornton & Johnson, 2010. SDT and SET may assist employees with long-term EWP participation. LMX can provide a supportive and productive relationship between leader and member to participate in EWPs and for self-care. Leadership support of EWPs and a healthy work environment are needed for a positive organizational culture (Bandura & Adams, 1977; Deci & Terry, 2013; Rosser & Townsend, 2006). The development, implementation, and maintenance of EWPs may face many barriers to success. However, abiding by best practices MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -iii that may include incentives, may glean VOI and ROI over time (Linnan, et al., 2010; Rinaldi-Miles & Das, 2016; Swayze & Burke, 2013; Varman & Justice, 2015) Keywords: Absenteeism, burnout, employee wellness programs, job satisfaction, Leader-Member Exchange, morale, presenteeism, productivity, return on investment, Self-Determination Theory, Self-Efficacy Theory, stress, turnover, value on investment, wellness, work/life balance MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -iv Dedication I would like to dedicate this dissertation to my mother, Virginia. My mother showed me that, with perseverance and resilience, I could endure all the challenges faced with juggling work, this program, and other life commitments. Thank you, Ma! To my brother, Dr. Peter Frost, thank you for all your love, support and understanding. Having the ability to share this journey with you has been invaluable. To my sister-in-law, Sheila, and niece, Emery, I can’t thank you enough for being my champions through this program, and I am truly grateful. You have understood when I could not get together and have had a well of patience and compassion. Though I cannot list everyone, I have been blessed to be surrounded by and motivated by my invaluable circle of friends. You know who you are. Thank you for being my friend and my confidant. Thank you! I would like to give a special “Thank you” to Dr. Paula Pitcher and Dr. Jennifer Luddy for giving me the encouragement I needed to apply to the program and to receive their guidance through every bump in the road. You were both my inspiration! I also want to dedicate this dissertation to Spirit. Thank you for always being there for me, showing me the way, and providing me with unconditional love. I am truly grateful for the ability to help others on their life’s journey. Despite having to take a break from my spiritual counseling, you still provided me opportunities to help others and to lean on you when I needed to. Blessed be! Last, I would like to extend my appreciation to all those that provide health and wellness programming to employees. Though you may lack funding, personnel, and resources, you find a way to positively impact others. Thank you for your commitment to health and wellness. MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -v Acknowledgements The UMUC DMCCPA program is a rigorous and intense program that has required a great deal of sacrifice of personal time. The high level of academic standards and integrity were integral to the program experience or me. I must first acknowledge my two dissertation advisors, Dr. Charlene Nunley and Dr. Susan McMaster. You have been my touchstone and my guides through this dissertation process, and I cannot imagine reaching the end without you both. Thank you for all your guidance, encouragement, and belief in me. Dr. Nunley, thank you for diving deep into the content of my dissertation and for your honest and thoughtful comments. Also, thank you for spearheading the development of this program. Everything I have learned, I have been able to apply to my job and to contribute more to my committee work. Dr. McMaster, you have been my cheerleader and my sage. Your warm and loving guidance has pulled me through some of the most challenging times. I will always be grateful to you. Thank you! I would also like to recognize and thank other UMUC faculty such as Dr. Gena Glickman, Dr. Pat Kier, Dr. Ronald Head, and Dr. Darrell Cain for your outstanding academic support and for helping me to become a better administrator. I also received outstanding career guidance from Dr. Roderick Nunn, who helped me to improve my outlook in my career path. I would also like to acknowledge UMUC staff that have been tremendously helpful to me along the way. Thank you to Monica Graham for always answering my questions and for guiding me in the right direction. Thank you to Marina Caminis for all your helpful emails and to Cynthia Thomes for being my APA expert as well as helping me to obtain necessary literature for my research. Also, thank you to all the staff members from Financial Aid that helped me with my many, many questions. MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -vi One of the best gifts from this program has been the support and friendship of those in my cohort. I want to thank Michael Ayers, Alexa Beshara-Blauth, Lisa LaVigna, Jeff Newbern, Jennifer Nuñez, and Cleve Wilson. On days with 90 group texts to getting together for dinner at residencies, you have all been so critical to my continuation in this program. Thank you for always being there for me. You will always be family! MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -vii Table of Contents Abstract .......................................................................................................................................... ii Dedication ..................................................................................................................................... iv Acknowledgements ......................................................................................................................... v Chapter One: Introduction .............................................................................................................. 1 Background and Context ............................................................................................................. 1 Statement of the Problem ............................................................................................................ 4 Significance of the Problem ........................................................................................................ 6 Purpose ....................................................................................................................................... 7 Theoretical Context ..................................................................................................................... 8 Self-Determination Theory ......................................................................................................... 8 Self-Efficacy Theory ................................................................................................................... 9 Leader-Member Exchange Theory.............................................................................................. 9 Research Questions ..................................................................................................................... 9 Definition of Key Terms ........................................................................................................... 10 Absenteeism ........................................................................................................................... 10 Burnout ................................................................................................................................. 10 Employee Wellness Programs ............................................................................................... 10 Job Satisfaction..................................................................................................................... 11 Karôshi ................................................................................................................................. 11 Return on Investment ............................................................................................................. 12 Value on Investment ............................................................................................................... 12 Wellness ................................................................................................................................ 12 MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -viii Work-Life Balance ................................................................................................................. 12 Summary .................................................................................................................................. 13 Chapter Two: Methodology .......................................................................................................... 15 Introduction .................................................................................................................................. 15 Research Questions ....................................................................................................................... 15 Research Design and Methodology .............................................................................................. 16 Systematic Review Methodology.............................................................................................. 17 Critical Interpretive Synthesis Methodology ............................................................................ 18 Literature Search and Sampling Process ................................................................................... 20 Key Words and Search Criteria ................................................................................................. 20 Inclusion and Exclusion Criteria ............................................................................................... 25 Critical Appraisal of the Literature ........................................................................................... 27 Data Extraction and Interpretive Synthesis Process .................................................................. 70 Expert Review Process ................................................................................................................. 71 Expert A ................................................................................................................................ 71 Expert B ................................................................................................................................ 72 Expert C ................................................................................................................................ 72 Expert D ................................................................................................................................ 72 Summary ...................................................................................................................................... 73 Chapter Three: Literature Review and Conceptual Model ........................................................... 75 Introduction .................................................................................................................................. 75 Literature Review ......................................................................................................................... 76 Community College Current Trends that Cause Stress ................................................................ 76 MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -ix The Completion Agenda ............................................................................................................... 77 Financial Changes and Their Effects on Community Colleges ................................................ 79 Community College Employee Ramifications ............................................................................. 80 Negative Impact of Stress ......................................................................................................... 80 Need for Job Satisfaction .......................................................................................................... 81 Effects of Turnover, Dismissals, and Retrenchment ................................................................. 84 Health and Well-being Ramifications ........................................................................................... 87 The Effects of Work Stress ....................................................................................................... 87 Absenteeism and Presenteeism ................................................................................................. 90 Organizational Culture .............................................................................................................. 92 Community College Employee Wellness Programs ..................................................................... 92 Employee Wellness Program Designs ...................................................................................... 94 Employee Incentives for Outcomes or Participation................................................................. 97 Low and No Cost Options for Employee Wellness Programming ........................................... 98 Barriers to Participation .......................................................................................................... 102 Legal Considerations ............................................................................................................... 104 Maintenance and Assessment of Employee Wellness Programming ..................................... 105 Best Practices for Employee Wellness Programs ....................................................................... 107 Value to Community Colleges and Employees .......................................................................... 108 Return on Investment for Community Colleges and Employees ............................................... 109 Theoretical Context for Employee Wellness Programming ....................................................... 112 Self-Determination Theory ..................................................................................................... 113 Self-Efficacy Theory ............................................................................................................... 116 MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -x Leader-Member Exchange Theory.......................................................................................... 119 Summary of Literature Review ................................................................................................... 122 Conceptual Model ....................................................................................................................... 125 Community College Current Trends That Cause Stress ......................................................... 127 Health and Well-being Ramifications ..................................................................................... 129 Further Loss of Revenue and Organizational Commitment.................................................... 130 Employee Wellness Programming Intervention ..................................................................... 131 Theoretical Context: Putting the Pieces Together ................................................................... 132 Management: Leader-Member Exchange Theory................................................................... 132 Employees: Self-Determination Theory and Self-Efficacy Theory ........................................ 132 EWP Processes and Best Practices.......................................................................................... 134 Value to Community Colleges and Employees....................................................................... 135 Return on Investment for Community Colleges and Employees ............................................ 136 Summary .................................................................................................................................... 136 Chapter Four: Analysis and Findings ......................................................................................... 138 Introduction ................................................................................................................................ 138 Expert Panel Feedback ................................................................................................................ 139 Evaluation Form Ratings and Comments from Each Expert Panelist .................................... 140 Unincorporated Expert Panelist Suggestions .......................................................................... 147 Expert Panelists Response Significance .................................................................................. 148 Job and Health-Related Ramifications of Stress ..................................................................... 151 The Value of an Effectively Developed and Maintained EWP .............................................. 151 Barriers to the Creation and Maintenance of EWPs ............................................................... 154 MITIGATING STRESS THROUGH A COMMUNITY COLLEGE EWP -xi Analysis of Findings ................................................................................................................... 155 Theme 1 .................................................................................................................................. 155 Theme 2 .................................................................................................................................. 156 Theme 3 .................................................................................................................................. 156 Theme 4 ....

The second act: Seeking best practices for encore worker management

Author: Boyle Pam A
Publication venue: University of Maryland University College
Publication date: 01/01/2018
Field of study

The research question for this dissertation is: What processes can managers implement to close knowledge gaps by hiring or retaining Boomers seeking encore jobs? The Baby Boomers are the largest generation in history, and as they reach the traditional retirement age of 65, many are leaving the workforce and seeking encore jobs. This exodus of Boomers creates a knowledge gap that the Gen X and Millennial generations lack the numbers and often the experience to fill. As the knowledge gap increases, managers are faced with recruiting and hiring encore workers to fill the gap and retain human capital. These encore jobs are often a completely different type of work than the Boomers’ performed in their former careers. This dissertation examined the factors for filling knowledge gaps with encore workers and the necessary processes for hiring or retaining encore workers in order to attain organizational goals. A systematic review of 32 published articles and four dissertations was conducted using Super’s amended career development, transformative learning, human capital, and agency theories as a theoretical framework. A thematic analysis approach was used to examine the evidence. The findings and conclusions led to the development of best practices to guide managers who want to hire encore workers to close the knowledge gap, and increase their organizational human and knowledge capital. The best practices include skills assessments, revised HR policies, reverse-mentoring programs, and training opportunities for managers and encore workers.Running head: BOYLE -- THE SECOND ACT: BEST PRACTICES FOR ENCORE JOB MANAGEMENT The Second Act: Seeking Best Practices for Encore Worker Management A Systematic Review by Pam A. Boyle A Dissertation Submitted to the Graduate Faculty of the University of Maryland University College In Partial Fulfillment of The Requirements for the Degree of Doctor of Management Dissertation Advisors: Dr. Deborah Wharff Dr. Wanda Wagner THE SECOND ACT: ENCORE JOBS ii © Copyright by Pam A. Boyle 2018 THE SECOND ACT: ENCORE JOBS iii Abstract The research question for this dissertation is: What processes can managers implement to close knowledge gaps by hiring or retaining Boomers seeking encore jobs? The Baby Boomers are the largest generation in history, and as they reach the traditional retirement age of 65, many are leaving the workforce and seeking encore jobs. This exodus of Boomers creates a knowledge gap that the Gen X and Millennial generations lack the numbers and often the experience to fill. As the knowledge gap increases, managers are faced with recruiting and hiring encore workers to fill the gap and retain human capital. These encore jobs are often a completely different type of work than the Boomers’ performed in their former careers. This dissertation examined the factors for filling knowledge gaps with encore workers and the necessary processes for hiring or retaining encore workers in order to attain organizational goals. A systematic review of 32 published articles and four dissertations was conducted using Super’s amended career development, transformative learning, human capital, and agency theories as a theoretical framework. A thematic analysis approach was used to examine the evidence. The findings and conclusions led to the development of best practices to guide managers who want to hire encore workers to close the knowledge gap, and increase their organizational human and knowledge capital. The best practices include skills assessments, revised HR policies, reverse-mentoring programs, and training opportunities for managers and encore workers. Keywords: agency theory, Baby Boomers, encore workers, human capital, managers, organizational culture, Super’s amended career development theory, transformational learning THE SECOND ACT: ENCORE JOBS iv Acknowledgements My thanks and appreciation to those who have supported me through this process, particularly and specifically my advisers, Dr. Deborah Wharff, and Dr. Wanda Wagner, as well as the members of my cohort who traveled along the doctoral path with me. A special thanks to the Subject Matter Experts who took time from their busy schedules to review this dissertation and provide their feedback: Mr. Brian Brownewell, Dr. Rita Carey, Dr. Cristina M. Giannantonio, Ms. Jasmin Haywood, Dr. William Martz, Dr. John McNay, and Mr. Jim Snyder. I also want to thank Dr. Carl Clavadetscher, whose recommendation helped me gain entrance to this program, although he did not live to see me complete it. I will always be thankful for his kindness and encouragement. Finally, first, last, forever, and always, to my husband, John, for his support, patience, and insights. Without his understanding and encouragement, it would not have been possible. THE SECOND ACT: ENCORE JOBS v TABLE OF CONTENTS Abstract ......................................................................................................................................... iii Acknowledgements ........................................................................................................................ iv List of Tables ............................................................................................................................... viii List of Figures ............................................................................................................................... ix CHAPTER 1: INTRODUCTION AND MANAGEMENT PROBLEM........................................ 1 Background .................................................................................................................................... 4 Problem Statement .......................................................................................................................... 9 Purpose and Scope of the Study.................................................................................................... 13 Significance of the Study .............................................................................................................. 14 Research Question ........................................................................................................................ 16 Discussion of Themes and Concepts ............................................................................................ 16 Definitions/Terminology............................................................................................................... 17 Chapter Summary ......................................................................................................................... 20 Organization of Dissertation ......................................................................................................... 21 CHAPTER 2: LITERATURE REVIEW ...................................................................................... 22 Introduction to Chapter and Review of Study Background .......................................................... 22 Discussion of Theoretical Framework .......................................................................................... 23 Super’s career development theory. .............................................................................................. 23 Transformational learning as it relates to Boomers. ..................................................................... 25 Transformational learning as it relates to managers. .................................................................... 26 Agency theory. .............................................................................................................................. 27 Human capital theory. ................................................................................................................... 31 Literature Review......................................................................................................................... 32 Theme 1: Discovering the Knowledge Gap .................................................................................. 33 Hiring Boomers to retain and transfer knowledge. ....................................................................... 36 Volunteer versus paid – Two sides of the coin. ............................................................................ 37 Theme 2: Workers Seeking Encore Jobs – Managing the Path to Employment .......................... 40 Why Boomers want to continue to work ...................................................................................... 41 Organizational support for encore workers................................................................................... 42 Success stories: Encore workers and their organizational impact. ............................................... 44 Theme 3: Transforming Management Practices and Encore Workers’ Expectations .................. 46 Recruiting, retention, and compensation of encore workers ......................................................... 50 Thesis Statement ........................................................................................................................... 52 THE SECOND ACT: ENCORE JOBS vi Conceptual Framework and Narrative .......................................................................................... 53 Chapter Summary ......................................................................................................................... 58 CHAPTER 3 – METHODOLOGY .............................................................................................. 60 Research Design: Use of Systematic Review and Evidence-Based Management Systematic Review Methodology .................................................................................................................... 60 Evidence-based Management ....................................................................................................... 64 Search String Strategy................................................................................................................... 67 Delimiters. .................................................................................................................................... 69 Quality Appraisal Procedures ....................................................................................................... 73 Synthesis Methodology ................................................................................................................. 77 First Cycle Coding. ....................................................................................................................... 77 Second Cycle Coding .................................................................................................................... 79 Subject Matter Expert Feedback ................................................................................................... 83 Chapter Summary ......................................................................................................................... 88 CHAPTER 4: FINDINGS AND DISCUSSION .......................................................................... 89 Ten Initial Thematic Findings Discussion .................................................................................... 93 Thematic Finding 1: Knowledge Gap ........................................................................................... 93 Thematic Finding 2: Determining Needs ...................................................................................... 96 Thematic Finding 3: Talent Management ..................................................................................... 98 Thematic Finding 4: Boomers Attitudes ..................................................................................... 102 Thematic Finding 5: Stereotypes ................................................................................................ 105 Thematic Finding 6: Training and Education ............................................................................. 108 Thematic Finding 7: Encore Worker Transformational Development ....................................... 111 Thematic Finding 8: HR Policies ................................................................................................ 115 Thematic Finding 9: Knowledge Sharing ................................................................................... 119 Thematic Finding 10: Management and Organizational Roles .................................................. 122 Comprehensive Thematic Finding 1: Managers Must Understand the Effects of the ...................... Knowledge Gap .......................................................................................................................... 125 Comprehensive Thematic Finding 2: Boomers are largely responsible for successful encore ........ careers ........................................................................................................................................ 126 Comprehensive Thematic Finding 3: Managers and Boomers Must Work Together to Close the Knowledge Gap .......................................................................................................................... 126 Analytic Conclusions .................................................................................................................. 127 Analytic Conclusion 1: Managers Can Determine the Impact of the Knowledge Gap on Their Organizations Through Skills Assessments and Boomer Support ............................................. 127 THE SECOND ACT: ENCORE JOBS vii Analytic Conclusion 2: Boomers are Responsible for Encore Career Success, But Managers Primarily Influence Stereotypes and Organizational Culture ..................................................... 129 Analytic Conclusion 3: Managers and Boomers Developed Policies to Close the Knowledge Gap and that Benefitted Workers of All Ages .................................................................................... 130 Revised Conceptual Model and Narrative .................................................................................. 131 Research Question Findings ....................................................................................................... 133 Alternative Perspectives.............................................................................................................. 135 Chapter Summary ....................................................................................................................... 136 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS .......................................................... 138 Introduction ................................................................................................................................ 138 Overall Study Conclusions ......................................................................................................... 139 Implications for Management ..................................................................................................... 141 Limitations ................................................................................................................................. 144 Future Research and Emerging Trends ....................................................................................... 146 Chapter Summary ....................................................................................................................... 148 References .................................................................................................................................. 150 Appendix A: List of Databases ................................................................................................... 187 Appendix B: Weight of Evidence and Articles Reviewed.......................................................... 189 Appendix C: Codes by Frequency .............................................................................................. 203 Appendix D: Coding Cycle and Theme Development Chart ..................................................... 206 Appendix E: Subject Matter Expert Evaluation & Feedback Form ........................................... 209 Appendix F: Subject Matter Experts and Biographies ............................................................... 211 Appendix G: SME Feedback ...................................................................................................... 213 THE SECOND ACT: ENCORE JOBS viii List of Tables Table 1: Inclusion and Exclusion Criteria………………………………….……………………70 Table 2: Weight of Evidence Evaluation Criteria………………………….…………………….74 Table 3: Literature Aligned to Themes and Propositions……………….……………………….91 Table 4: Number of Supporting Articles for Each Theme………....…………………….………93 Table 5: Knowledge Gap Awareness…………………………………………………………….95 Table 6: Determining Needs…………………………………..…………………………………98 Table 7: Talent Management………………………………………...…………………………101 Table 8: Boomer Attitudes………….………………………………..…………………………104 Table 9: Stereotypes…………………………………………………………………………….108 Table 10: Training and Education………………………………………...…………………….111 Table 11: Encore Worker Transformational Development…………...…......…………………115 Table 12: HR Policy Development……………………………………………………………..119 Table 13: Knowledge Sharing………………………………………………………………….121 Table 14: Management and Organizational Roles………………….…………………………..124 Table 15: Knowledge Gap Assessment Tool…………………………….……………………..142 THE SECOND ACT: ENCORE JOBS ix List of Figures Figure 1. Super’s amended career development theory………………………………………….24 Figure 2. Super’s amended career development theory combined with transformational learning and agency theories to explain the possible directions Boomers may take during the redirection phase……………………………………………………………………………………………..30 Figure 3. Preliminary conceptual framework……………………………………………………57 Figure 4. EBMgt facets and functions…………………………………………………………...65 Figure 5. PRISMA diagram………………………………………………………….…………..72 . Figure 6. First cycle coding results……………………………………………….……………...78 Figure 7. Second cycle coding cycle results……………………………………………………..82 Figure 8. Ten initial thematic findings and three comprehensive thematic findings…………….90 Figure 9. Revised conceptual model……………………………..……………………………..133 THE SECOND ACT: ENCORE JOBS 1 CHAPTER 1: INTRODUCTION AND MANAGEMENT PROBLEM Workers are reshaping the idea of a distinct retirement age. As Baby Boomers (defined as those born between 1945 and 1964) begin retiring, they often transition into a post-retirement bridge job, where they continue to work in their previous or related careers. Alternatively, they may choose to focus on encore careers involving socially significant work or avocations that may differ markedly from their prior positions. This period is often referred to as the “second act” or the “third age” between the adult career and the infirmities and problems faced by many individuals in their advanced years (Moen & Flood, 2013). Boomers (as they will be referred to throughout this dissertation) are retiring at a rate of more than 10,000 per day, or four million per year (Kessler, 2014). The generation following them, Gen X – numbers only 55 million, as compared to 74.9 million Boomers. Gen Y (born between 1981 and 2000) number about 66 million (Fry, 2016; Hatcher, 2003). Because so many Boomers are retiring, fewer members of Gen X and Gen Y are available to fill current the current leadership positions. As such, an employment gap at the highest levels is being created that managers will need to fill in the coming years. A retirement gap has not always existed. Retirement has traditionally been defined as a worker’s decision to leave the work force entirely, often at the traditional retirement age of 65 (Steverman, 2017). During the 1970s and 1980s, older workers from the “Silent Generation” (born between 1930 and 1945) were often encouraged to retire to make way for the Boomers using retirement packages and incentives (Oude Mulders, 2016, p. 7). For instance, Beehr posited in 1986 that firms with highly technical work might want to offer early retirement to workers (Beehr, 1986, p. 52). This trend has been changing throughout the past 20 years, as more and more people elect to remain working past the age of 65. More than 19% of 70-74-year-olds THE SECOND ACT: ENCORE JOBS 2 worked part time in 2017, an increase of 8% since 1994 (Steverman, 2017). This trend is expected to increase during the next decade, as members of the Baby Boom generation decide to continue working. They are doing so for a variety of reasons, including better health and longer life expectancies that encourage individuals to remain active, as well as higher levels of education, and changes to retirement plans such as Social Security, or plans that reward workers who remain in the workforce longer with higher benefits (Toosi & Torpey, 2017). This trend was due not only to changes in health and longevity, but also in technology, as assistive devices such as computers, enhanced hearing aids, and ergonomic desks and chairs become increasingly common in the workplace to help older Americans with their workplace duties (Quinn, 2010). The definition of what constitutes “work” after retirement – whether caregiving, volunteering, or other unpaid labor, differs among authors. Researchers have often termed encore work to be any type of paid employment, including part-time or full-time, other than volunteering (Beehr & Bennett, 2014, p. 113; Gobeski & Beehr, 2009, p. 419). This researcher notes there is an equal trend to consider volunteerism as a post-retirement job, often through churches or corporate volunteer programs (Gonyea & Googins, 2006, p. 800). Moen and Flood (2013) further define volunt

Using data-driven decision-making to enhance performance: A practical guide for organizations

Author: Bishop Sherese
Publication venue: University of Maryland University College
Publication date: 01/01/2018
Field of study

Information technologies are experiencing rapid transformation which has increased the amount of data available to organizational leaders. This advancement in technology and data has generated the need for increased focus at every level of the organization making evidence-based decision-making overwhelming. The research paper studies the impact of data-driven decision-making on organizational performance from the scholar-practitioner point of view with the aim of helping practitioners in this process. Based on an evidence-based approach a systematic review was used to select studies that were synthesized into a scholar-practitioner model. The approach combines what is known and not known about the research question at hand to give the best available evidence. The research evaluates thirty-four articles on data-driven decision-making, and organizational performance and provides leaders with a framework, based on evidence, to support them by simplifying this process into eight steps. The primary objective was to create a reliable assessment of the problem and evaluate the literature for solutions that are available for solving it. Using this technique, a management guide is provided so that practitioners can make the most of this research study.Running head: Using Data-Driven Decision-Making to Enhance Performance: A Practical Guide for Organizations Using Data-Driven Decision-Making to Enhance Performance: A Practical Guide for Organizations Sherese Bishop Dissertation submitted to the Faculty of the Graduate School of the University of Maryland University College, in partial fulfillment of the requirements for the degree of Doctor of Management Dr. Kuan Collins Dr. John Sherlock DDDM & Organizational Performance 2 Abstract Information technologies are experiencing rapid transformation which has increased the amount of data available to organizational leaders. This advancement in technology and data has generated the need for increased focus at every level of the organization making evidence-based decision-making overwhelming. The research paper studies the impact of data-driven decision-making on organizational performance from the scholar-practitioner point of view with the aim of helping practitioners in this process. Based on an evidence-based approach a systematic review was used to select studies that were synthesized into a scholar-practitioner model. The approach combines what is known and not known about the research question at hand to give the best available evidence. The research evaluates thirty-four articles on data-driven decision-making, and organizational performance and provides leaders with a framework, based on evidence, to support them by simplifying this process into eight steps. The primary objective was to create a reliable assessment of the problem and evaluate the literature for solutions that are available for solving it. Using this technique, a management guide is provided so that practitioners can make the most of this research study. Keywords: data-driven, decision-making, performance, success, effectiveness, organization, firm, big data DDDM & Organizational Performance 3 Dedication I dedicate this to my Matty and anyone that believed in me. DDDM & Organizational Performance 4 Acknowledgements According to the data, I was likely to fail in life. I would not be where I am today without those who helped me along the way so I would like to acknowledge some people. I first and foremost must acknowledge the tremendous backing from my partner in life, Matty. I understand it is your ‘duty’ in life, to prolong my life agonies aka-bettering myself with your encouragement and support. Job well done. I am thankful to my friends and family who supported me in this project. To my cohort, I blame all of you for the good times had. Jacques, I would especially like to thank you for helping me solve most of my problems without getting any authorship credit. Thank you to all my collaborators who provided data and feedback in this research. Most importantly, Kuan Collins for being my dissertation advisor. Additionally, I would like to thank UMUC for providing this program and funding this endeavor. Lastly, I want to thank my editors for profreeding my dissertation. DDDM & Organizational Performance 5 Table of Contents Abstract ....................................................................................................................................................... 2 Dedication ................................................................................................................................................... 3 Acknowledgements .................................................................................................................................... 4 1. Chapter: Introduction and Overview ............................................................................................... 8 1.1 Introduction ...................................................................................................................................... 8 1.2 Background .................................................................................................................................... 11 1.3 Problem Statement .......................................................................................................................... 11 1.4 Purpose and Scope of the Study ..................................................................................................... 12 1.5 Significance of Study to Management Practice and Scholarship ............................................... 12 1.7 Discussion of Themes/Concepts ..................................................................................................... 13 1.8 Definitions/Terminology ................................................................................................................. 14 1.9 Chapter Summary .......................................................................................................................... 17 1.10 Organization of Dissertation ........................................................................................................ 17 2. Chapter: Literature Review ............................................................................................................. 19 2.1 Introduction to Chapter and Review of Study Background ....................................................... 19 2.2 Discussion of Theoretical Framework ........................................................................................... 19 2.3 Literature Review ........................................................................................................................... 20 2.3.1 Decision-making theory. .......................................................................................................... 20 2.3.2 Factors. ..................................................................................................................................... 23 2.3.3 Performance measurements .................................................................................................... 32 2.3.4 Resources ................................................................................................................................. 37 2.4 Thesis statement .............................................................................................................................. 39 2.5 Conceptual Framework and Narrative ......................................................................................... 39 2.6 Chapter Summary .......................................................................................................................... 40 3. Chapter: Methodology ...................................................................................................................... 42 3.1 Introduction to the Chapter ........................................................................................................... 42 3.2 Evidence-Based Research & Management ................................................................................... 42 3.3 Search Strategies ............................................................................................................................. 46 3.4 Quality Appraisal of Literature ..................................................................................................... 50 3.5 Synthesis Methodology ................................................................................................................... 50 3.6 Expert Panel Review ....................................................................................................................... 53 DDDM & Organizational Performance 6 3.7 Chapter Summary .......................................................................................................................... 55 4. Chapter: Findings: Analysis and Discussion .................................................................................. 57 4.1 Introduction .................................................................................................................................... 57 4.2 Findings: Evidence for Research Question ................................................................................... 57 4.2.1 Problem & Opportunity Identification. ................................................................................. 58 4.2.2 Planning. .................................................................................................................................. 60 4.2.3 Data Analysis. ........................................................................................................................... 64 4.2.4 Decision-making. ...................................................................................................................... 71 4.2.5 Action. ...................................................................................................................................... 72 4.2.6 Measure. ................................................................................................................................... 73 4.2.7 Assessment. ............................................................................................................................... 74 4.2.8 Feedback. ................................................................................................................................. 75 4.3 Discussion Based on Synthesis and Analysis ................................................................................ 76 4.4 Conceptual Model and Narrative .................................................................................................. 78 4.5 Alternative Perspectives ................................................................................................................. 79 4.6 Chapter Summary .......................................................................................................................... 79 5. Chapter: Conclusions and Emerging Trends ..................................................................................... 82 5.1 Introduction to the Chapter ............................................................................................................... 82 5.2 Overall Conclusions ............................................................................................................................ 82 5.3 Implications/Recommendations for Management ........................................................................... 85 5.4 Limitations .......................................................................................................................................... 86 5.5 Future Research and Emerging Trends ............................................................................................ 87 5.6 Chapter Summary .............................................................................................................................. 88 References ................................................................................................................................................. 90 Appendix ................................................................................................................................................... 99 Appendix A: Exclusion Reasoning ...................................................................................................... 99 Appendix B: Snowball ........................................................................................................................ 107 Appendix C: Quality ........................................................................................................................... 109 Appendix D: Descriptive, Predictive, Prescriptive ........................................................................... 113 Appendix E: Challenges ..................................................................................................................... 116 Appendix F: Performance Outcomes ................................................................................................ 119 Appendix G: Case Studies .................................................................................................................. 122 DDDM & Organizational Performance 7 Figures & Tables Figure 2.1. Hierarchy of data, information, and knowledge .......... Error! Bookmark not defined. Figure 2.2. Definition of big data ................................................... Error! Bookmark not defined. Figure 2.3. Triple bottom line ....................................................... Error! Bookmark not defined. Figure 2.4. A conceptual framework based on a review of the literature .... Error! Bookmark not defined. Figure 3.1. The Evidence-Based Management Framework Used in Decision-Making.. ...... Error! Bookmark not defined. Figure 3.2. Common stages in a systematic review ....................... Error! Bookmark not defined. Figure 3.3. PRISMA ...................................................................... Error! Bookmark not defined. Figure 4.1. Eight step process data-driven decision-making. ........ Error! Bookmark not defined. Figure 4.2. Problem & opportunity identification. ........................ Error! Bookmark not defined. Figure 4.3. Tangible and intangible resources. .............................. Error! Bookmark not defined. Figure 4.4. Organizational traits of successful data-driven decision making. .... Error! Bookmark not defined. Figure 4.5. Data sources................................................................. Error! Bookmark not defined. Figure 4.6. Data spectrum. ............................................................. Error! Bookmark not defined. Figure 4.7. Data triad. .................................................................... Error! Bookmark not defined. Figure 4.8. Design and storage of data. ......................................... Error! Bookmark not defined. Figure 4.9. Three types of business analytics. ............................... Error! Bookmark not defined. Figure 4.10. Hierarchy of decision-making. .................................. Error! Bookmark not defined. Figure 4.11. Challenges based on the data, technology, and organization .. Error! Bookmark not defined. Figure 4.12. A conceptual model of data-driven decision-making. ............. Error! Bookmark not defined. Table 2.1. Balanced scorecard ...................................................................................................... 36 Table 3.1. Inclusion criteria. ......................................................................................................... 47 Table 3.2. Exclusion criteria ......................................................................................................... 47 Table 3.3. Search results. .............................................................................................................. 47 Table 3.4. Data extracted from articles ......................................................................................... 51 Table 3.5. Coding process. ............................................................................................................ 53 DDDM & Organizational Performance 8 1. Chapter: Introduction and Overview 1.1 Introduction Most organizations today recognize the trend toward including data in decision-making. Business processes are becoming more data-driven overall, but few leaders grasp how to use that data to tell a meaningful story that resonates within the organization, nor how that story can be used effectively to enhance performance. Business leaders today recognize quality decision-making as a means to compete effectively in the market, yet the average worker is a ring bombarded with so much information that there is a struggle to process it all and make sense of things and effect better decision-making. Instead of finding clear answers to questions being asked, there is often a noise of too much information. order to become data driven. However, few leaders grasp how to use that data to tell a meaningful story that resonates within the organization to be used effectively to enhance performance. Leaders today require quality decision-making in order to compete effectively in the market. Yet the average person is being bombarded with so much information that they struggle with how to process it all to make sense of what is being told in order to make these decisions effectively. Instead of finding clear answers to the questions being asked, it is often the noise of too much information. Scholars and practitioners have sought ways to achieve optimal outcomes within organizations by committing to informed decisions. Despite this effort, research literature has actually constrained our abilities to optimize decision-making. Herbert Simon (1987) argues a case that humans face complex circumstances, limited amounts of time, and limited mental capacity to a state of what he calls “bounded rationality,” referring to how humans are limited in their cognitive processes. The study of decision-making is based on subjects like sociology, DDDM & Organizational Performance 9 psychology, economics, and mathematics. Daniel Kahneman (2011) developed a two-thought system that identifies the arrival at different results arrives at different results based on the same input, a factor that causes people to decide against their best interests. He says “We can be blind to the obvious, and we are also blind to our blindness” (p. 24). Dickey’s Barbecue Pit operates 514 restaurants across the US and developed a data system they call Smoke Stack. Smoke Stack is used to improve all aspects of the organization regarding decision-making, and inclusive of operations, marketing, training, branding, and development of the menu. The system examines the data multiple times an hour to allow instant and efficient decision-making in real time. This method can be used to correct operational inconsistencies when responding to issues. Dickey’s stated that “If a region or a store is above or below a KPI- whether it is labor or cost of goods; we can deploy resources to course correct, and we are reacting to those members every 12 to 24 hours instead at the end of every business week or, in some cases, using months- old data. To stay profitable, it is just not reasonable to do business that way anymore.” (Marr, 2016, p. 177) Integrating Smoke Stack into the operations of the organization came with many challenges. The solution was a dashboard that made understanding the data easy for the spectrum of end users, from corporate down to workers interacting with customers, so that they could access and understand the given data. The fact that Dickey’s found a way to integrate Smoke Stack into an easy-to-use platform makes it easier for that organization to integrate data into everyday operations. Everyone has access to the data, and this helped Dickey’s to improve performance. “This flexibility has been key to user adoption and given us valuable insights. Smoke Stack has DDDM & Organizational Performance 10 bridged the gap for us from data that is merely accessible to data that is valuable, timely, manageable and actionable” (Marr, 2016, pp. 179- 180). Data visualization exemplifies how organizations have assisted employees in understanding the significance of data through visual contexts. The application of data and technology into an organization is important in making decisions, and executives have understood the importance of aligning goals with actions, but they have found difficulty monitoring performance in regard to this new strategy, and have stumbled at becoming more data-driven. Platforms such as Smoke Stack have assisted by providing a means to interpret complex information into easier and visually engaging formats so that decision-makers at all levels could contribute. Lohr (2015) points out that data and technology must be used correctly to be effective. “All successful technologies raise alarms and involve trade-offs and risks,” he says. “In ancient times, the fire could cook your food and keep it warm, but, out of control, could burn down your hut. The outlook for the technology of big data is not fundamentally different” (p.213). Organizations understand the importance of data and technology, but now it is about finding a way to leverage this and adopt data-driven processes of decision-making that can improve organizational performance. They can now measure outputs beyond mere profits, in ways they never could before thanks to data and technology. These tools can do more than just measure output; they guide organizations by increasing pro

Talk data to me: Bolstering the communication of data to facilitate data-informed decision making in community colleges

Author: Beshara-Blauth Alexa M.
Publication venue: University of Maryland University College
Publication date: 01/01/2018
Field of study

Community colleges are continually being faced with pressures to use data to inform decisions. These pressures arise from a triage of factors, including accountability, accreditation, and student success initiatives. Yet, as these demands continue, research has shown that community colleges struggle to institutionalize data-informed decision making (DIDM) to support student success. In fact, in a 2011 survey of college and university presidents by Inside Higher Ed, only 36.1% of the 344 public community college presidents believed their college was very effective in using data to inform decisions (Green, Jaschik, & Lederman, 2011, p. 19). Through the literature review process, it became evident that open channels of communication and discussions related to data and student success are essential for DIDM (Altose, 2017; Coburn & Turner, 2011; Katz & Ain Dack, 2014; Kerrigan, 2015; McClenney, McClenney, & Peterson, 2007; Peterson, 2007), yet research exploring how these processes take place in community colleges is lacking. As such, this multiple-case study was intended to develop best practices for communicating data related to student success by exploring the communication and presentation of data through the lens of stakeholder and knowledge management theories. Two community colleges were selected based on recommendations from the CEO of Achieving the Dream who affirmed these institutions’ demonstrated efforts in supporting student success through DIDM. Findings showed that executive leadership, administrators, and faculty are the most commonly cited stakeholders in the decision-making process related to student success. Although frequent communication of data exists in both colleges, it was apparent that frequency depends on the stakeholder group. The main method of communicating data occurs in-person. In-person communication can support accurate interpretation of data and the transition of data into information. While participants identified Institutional Research (IR) as the main area helping them to interpret data, in-person conversations with colleagues facilitate bringing meaning and context to the data that are under review. Data are often presented to internal stakeholders in the form of graphs, charts, and tables; however, there was no overall consensus on which presentation is more effective.Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges Alexa M. Beshara-Blauth A Thesis submitted to the Graduate Faculty of the University of Maryland University College in partial Fulfillment of the Requirements for the Doctor of Management Degree Charlene Nunley, Ph.D. Susan McMaster, DM Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges ii Abstract Community colleges are continually being faced with pressures to use data to inform decisions. These pressures arise from a triage of factors, including accountability, accreditation, and student success initiatives. Yet, as these demands continue, research has shown that community colleges struggle to institutionalize data-informed decision making (DIDM) to support student success. In fact, in a 2011 survey of college and university presidents by Inside Higher Ed, only 36.1% of the 344 public community college presidents believed their college was very effective in using data to inform decisions (Green, Jaschik, & Lederman, 2011, p. 19). Through the literature review process, it became evident that open channels of communication and discussions related to data and student success are essential for DIDM (Altose, 2017; Coburn & Turner, 2011; Katz & Ain Dack, 2014; Kerrigan, 2015; McClenney, McClenney, & Peterson, 2007; Peterson, 2007), yet research exploring how these processes take place in community colleges is lacking. As such, this multiple-case study was intended to develop best practices for communicating data related to student success by exploring the communication and presentation of data through the lens of stakeholder and knowledge management theories. Two community colleges were selected based on recommendations from the CEO of Achieving the Dream who affirmed these institutions’ demonstrated efforts in supporting student success through DIDM. Findings showed that executive leadership, administrators, and faculty are the most commonly cited stakeholders in the decision-making process related to student success. Although frequent communication of data exists in both colleges, it was apparent that frequency depends on the stakeholder group. The main method of communicating data occurs in-person. In-person communication can support accurate interpretation of data and the transition of data Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges iii into information. While participants identified Institutional Research (IR) as the main area helping them to interpret data, in-person conversations with colleagues facilitate bringing meaning and context to the data that are under review. Data are often presented to internal stakeholders in the form of graphs, charts, and tables; however, there was no overall consensus on which presentation is more effective. Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges iv © Copyright by Alexa M. Beshara-Blauth 2018 Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges v Dedication My work over the past 3 years and this final dissertation are dedicated to my family; you have provided me with unwavering support and inspiration and believed in me during my most difficult times. Thank you for listening to paper after paper and taking this journey alongside me. To my dad, who instilled in me my love for math and numbers, who taught me perseverance, and who continually pushed me to start working on my doctoral degree. Thank you for not only pushing and nudging me to do what you knew I could, but also for making sure that I was well fed during the past year! To my mom, who has been my rock and so much more throughout this entire process. You have taught me so much and I know that the most important lessons have come not from my books but from watching you. A true role model, I have learned what it means to have dedication, to stand up for what I believe in, and how to put others first. These are all traits that I will carry with me as I move on to my next chapter. To my husband, I don’t quite think you knew what you were getting into when I signed up for this program. For most of our marriage, I have had my nose stuck behind books or was ferociously typing away at my computer. Thank you for loving me, standing by my side, and taking on more responsibilities so that I could focus my time on school. I promise I won’t start on anything crazy within the next few months, so we can truly enjoy our time together. And most importantly, to my son, my heart. You were my motivation even before you were born. I hope that I can be as good of a role model to you as my mother has been to me. I hope that I make you proud, and that when you look back at my journey through this, you remember that anything is possible if you set your mind to it and believe in yourself. Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges vi Acknowledgements The journey through the UMUC DMCCPA program has been one of the most trying yet rewarding experiences I have encountered. I have grown as both a student and leader, pushing myself far beyond what I thought was possible, and I owe that to the dedicated faculty of this program in addition to my cohort. I want to first acknowledge my amazing advisors, Dr. Charlene Nunley and Dr. Susan McMaster. Your patience, feedback, and guidance as I stumbled through this process have allowed me to produce a meaningful addition to community college research. Without your expertise and support, I do not believe I would have gotten through my primary research “on time.” I am forever grateful. Dr. Nunley, your dedication to student success is admirable; it is contagious and invigorating to those who encounter it. It makes me want to be a better leader and it will continue to push me as I pursue my goals. Dr. McMaster, you have such a way with words, even turning dissertation instructions into elaborate stories. Your words of encouragement were powerful and provided me with the reassurance I needed. I am very thankful for all of the grammatical edits you provided. There are so many others from the DMCCPA program whom I wish to acknowledge. Dr. Pat Keir, your instruction for our first class made me realize I had made the right choice in selecting this program. Dr. Ronald Head, I owe my attention to APA format to you. Dr. Gena Glickman, thank you for being a willing participant for some of my research. Monica Graham, I am appreciative of your assistance throughout this program; you were always willing to answer my questions and provided any support that you could. In addition to those in the DMCCPA program, I would like to thank Dr. Karen Stout for her willingness to discuss my dissertation and provide feedback on case study institutions. Your Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges vii assistance in identifying and reaching out to potential participants is truly appreciated. I want to also acknowledge Dr. Paula Pitcher, my mentor and friend who recommended this program to me. Your guidance as I first began my career in higher education has been invaluable. I continue to admire your drive and ambition and look forward to seeing you attain your goals. Last, and certainly not least, I want to acknowledge my cohort. Each and every one of you has motivated me beyond imagination. Your constant support, humor, and commitment to completion kept me sane. I can’t wait to see where this journey takes everyone next! Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges viii Table of Contents Chapter 1 – BACKGROUND ...................................................................................................... 1 Statement of Problem ....................................................................................................... 3 Significance..................................................................................................................... 6 Funding ................................................................................................................ 9 Graduation Rates and Student Success ................................................................ 10 Communication to Facilitate Data Use ................................................................ 13 Purpose ............................................................................................................................. 14 Research Questions .......................................................................................................... 15 Theoretical Context .......................................................................................................... 15 Stakeholder Theory .............................................................................................. 16 Knowledge Management ..................................................................................... 17 Definition of Terms.......................................................................................................... 19 Summary .......................................................................................................................... 21 Chapter 2 – METHODOLOGY ................................................................................................... 23 Research Methodology Selection and Literature Evaluation ........................................... 24 Systematic Review ............................................................................................... 24 Literature Scoping ................................................................................................ 25 Key Sources ......................................................................................................... 27 Multiple-Case Study Methodology .................................................................................. 38 Case Study Site Selection .................................................................................... 39 Interview Guide Development ............................................................................. 41 Pilot ...................................................................................................................... 42 Data Analysis ....................................................................................................... 43 Methodology of Expert Panel Selection .......................................................................... 45 Summary .......................................................................................................................... 48 Chapter 3 – LITERATURE REVIEW ......................................................................................... 50 Accountability, Accreditation, Student Success, and DIDM ........................................... 51 Accountability and DIDM ................................................................................... 51 Accreditation ........................................................................................................ 53 Student Success and the Completion Agenda ...................................................... 55 Historical trends in student success ........................................................... 56 DIDM and student success ........................................................................ 57 Current status of student success ............................................................... 58 Prevalence of Data Use .................................................................................................... 59 Challenges, Barriers, and Influences in DIDM ................................................................ 63 Relevance of Data ................................................................................................ 63 Accessibility and Presentation of Data ................................................................ 65 Trust in Data and DIDM ...................................................................................... 69 Leadership Impact on DIDM ............................................................................... 71 Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges ix Chapter 3 (continued) Communicating Data: The Importance of Channels for Communication and Collaboration ...................................................................................... 73 Institutional Research and DIDM .................................................................................... 78 Function and Size ................................................................................................. 78 Consumers of IR Data .......................................................................................... 78 Structure and Future of IR ................................................................................... 80 The Application of Stakeholder Theory .......................................................................... 82 The Origin of Stakeholder Theory ....................................................................... 83 Identification and Prioritization of Stakeholders ................................................. 84 The Importance of Understanding Stakeholders and DIDM ............................... 87 Knowledge Management Theory ..................................................................................... 88 Concepts of Knowledge Management ................................................................. 89 Connections Between Data, Information, and Knowledge .................................. 91 Knowledge Creation and Sharing ........................................................................ 92 Conceptual Model ............................................................................................................ 95 Elements of the Conceptual Model ...................................................................... 89 Accountability ........................................................................................... 96 Accreditation ............................................................................................. 98 Student success initiative ........................................................................... 98 Pressures on community colleges to use data to inform decisions ............ 99 Community colleges and DIDM ...............................................................100 Stakeholder theory and DIDM ..................................................................100 Data presentation .......................................................................................101 Communication .........................................................................................102 Transformation of data into information ...................................................102 New knowledge created ............................................................................102 Decision making ........................................................................................103 Managing knowledge ................................................................................103 Summary of Conceptual Model ...........................................................................104 Literature Review Summary ............................................................................................104 Chapter 4 – FINDINGS ...............................................................................................................106 Expert Panel Review ........................................................................................................107 Problem Statement and Significance of Problem ................................................109 Relevance of Theories..........................................................................................110 Scope of Research Questions ...............................................................................111 Organization .........................................................................................................113 Quality of Writing ................................................................................................113 Adequacy of References ......................................................................................113 Additional Expert Feedback ................................................................................114 Summary ..............................................................................................................114 Description of Case Study Sites: College A and College B ............................................115 Talk Data to Me: Bolstering the Communication of Data to Facilitate Data-Informed Decision Making in Community Colleges x Chapter 4 (continued) College A .............................................................................................................115 College A’s definition of student success .................................................116 College B .............................................................................................................116 College B’s definition of student success ..................................................117 Interview Guide (IG) Responses and Analysis of Research Questions ...........................118 Overview ..............................................................................................................118 Research Question 1 ............................................................................................119 IG Question 1 (IG1) ..................................................................................119 College A ..........................................................................................119 College B ..........................................................................................120 IG Question 2 (IG2) ..................................................................................121 College A ..........................................................................................121 College B ..........................................................................................121 IG Question 3 (IG3) ..................................................................................122 College A ..........................................................................................122 College B ..........................................................................................123 IG Question 4 (IG4) ..................................................................................123 College A ..........................................................................................123 College B ..........................................................................................124 IG Question 5 (IG5) ...................................................................

An examination of change management strategies contributing to a work climate supportive of ethical employee behavior and decisions in U.S. colleges

Author: Hisrich Matthew
Publication venue: University of Maryland University College
Publication date: 01/01/2018
Field of study

Ethical lapses in higher education continue to make national headlines despite the significant toll on reputation, enrollment, and fundraising such public scandals can levy. To foster ethical behavior and decisions among employees, college leaders must be able to influence the ethical work climate, which can be understood as employee perceptions of ethical standards that impact ethical behavior and decisions. This study focused on the identification of change management strategies that senior academic administrators at U.S. colleges can implement to cultivate an ethical work climate supportive of ethical employee behavior and decisions. Following an evidence-based management approach, this dissertation used a systematic review with realist synthesis and a theoretical lens that incorporated ethical leadership, ethical work climate, change management, moral disengagement, and a typology of ethical lapses in higher education. Study findings confirmed that ethics institutionalization in the work culture of an organization is the primary change management strategy by which college leaders can cultivate an ethical work climate that supports ethical employee behavior and decisions. Further, ethical leadership and change management are interrelated interventions to establish an ethical work culture, which is a necessary antecedent to an ethical work climate. Specific change management mechanisms positively related to ethical employee behavior and decisions include ethics training, ethics codes, accountability, mastery goals, corporate social responsibility, supervisory support, social norms, and quality-related human resources practices.Running Head: FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 1 An Examination of Change Management Strategies Contributing to a Work Climate Supportive of Ethical Employee Behavior and Decisions in U.S. Colleges Matthew Hisrich A Thesis Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of the Requirements for the Degree of Doctor of Management Deborah Wharff, D.M. James Gelatt, Ph.D. Wanda Wagner, D.M. 2018 FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 2 © Copyright by Matthew Hisrich 2018 FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 3 Abstract Ethical lapses in higher education continue to make national headlines despite the significant toll on reputation, enrollment, and fundraising such public scandals can levy. To foster ethical behavior and decisions among employees, college leaders must be able to influence the ethical work climate, which can be understood as employee perceptions of ethical standards that impact ethical behavior and decisions. This study focused on the identification of change management strategies that senior academic administrators at U.S. colleges can implement to cultivate an ethical work climate supportive of ethical employee behavior and decisions. Following an evidence-based management approach, this dissertation used a systematic review with realist synthesis and a theoretical lens that incorporated ethical leadership, ethical work climate, change management, moral disengagement, and a typology of ethical lapses in higher education. Study findings confirmed that ethics institutionalization in the work culture of an organization is the primary change management strategy by which college leaders can cultivate an ethical work climate that supports ethical employee behavior and decisions. Further, ethical leadership and change management are interrelated interventions to establish an ethical work culture, which is a necessary antecedent to an ethical work climate. Specific change management mechanisms positively related to ethical employee behavior and decisions include ethics training, ethics codes, accountability, mastery goals, corporate social responsibility, supervisory support, social norms, and quality-related human resources practices. Keywords: systematic review, evidence-based management, realist synthesis, higher education, change management, ethical lapses, ethical leadership, ethics institutionalization, ethical work culture, ethical work climate, moral disengagement FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 4 Acknowledgements First and foremost, I would like to acknowledge my wife Heidi and our two daughters, Anna and Lily. They have been infinitely supportive throughout the entire journey of this doctoral program and have endured lost weekends and endless hours of me on the computer. I am deeply appreciative of their sacrifice of my time, attention, and resources. I hope to make it up to them as best as I can in the coming years. I would like to thank former Earlham School of Religion Dean Jay Marshall, who has been a mentor since I graduated from ESR. He encouraged me to pursue this kind of training when I approached him about what I might need to do to prepare one day to step into a role such as his. Beyond this, he was willing to grant me the flexibility to engage in the kind of work necessary to complete this degree while also continuing to work at ESR. In this respect, I should also extend my appreciation to the entire ESR community, whose members – staff, faculty, students, graduates, board members, and supporters – have consistently offered encouragement and understood my many absences from common meals, worship services, birthday parties, more. I am looking forward to being a more regular presence on campus once this process is complete. During and following the interview process for Acting Dean of ESR, both former Earlham President Alan Price and current Interim President Avis Stewart expressed their support for me completing this degree even as I was assuming these new responsibilities. For that I am very grateful. ESR graduate John Todd deserves special mention her for his willingness to help edit this dissertation. I couldn’t have done it without your help, John! From the University of Maryland University College’s Doctor of Management program, I would like to my cohorts – both assigned and adopted – for their support, humor, patience, and all around awesomeoness. I could not have completed the program without you. I would also FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 5 like to thank Leslie Dinauer for her consistent encouragement and the attention and care she places into program design and our residencies – always finding ways to inspire us toward reaching the goal. Laura Witz both tried our cohort by fire in our initial courses and bandaged us back together, so we could move forward stronger and with more confidence in our abilities as emerging practitioner-scholars. I appreciate her expertise in both tasks now – even though I didn’t always appreciate the trials at the time! Wanda Wagner’s courses were phenomenally fulfilling, as she both helped me hone my skills and strongly encouraged me to develop the Weak Leadership framework using an evidence-based management approach. Finally, Deborah Wharff – who served as my primary dissertation advisor – was and continues to be not only just an academic advisor but also a colleague, mentor, sympathetic ear, strong advocate, and most importantly a friend. Thank you for your service above and beyond the call of duty, Deborah. FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 6 Dedication This dissertation is dedicated to my parents, Jackie and Tim Hisrich. They have always been my biggest supporters and fans, and from my earliest days I’ve always known I could do anything knowing that they were there behind me every step of the way. Their unflagging interest in reading my latest papers – even when I thought they were dry as dust! – continues to amaze and inspire me to be that kind of parent to Anna and Lily. I am incredibly blessed to call you Mom and Dad and hope I can continue to make you proud. Thank you. FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 7 Table of Contents Acknowledgements ....................................................................................................................... 4 Dedication ..................................................................................................................................... 6 List of Tables ............................................................................................................................... 11 Chapter 1: Introduction and Overview .................................................................................... 12 Introduction ............................................................................................................................. 12 Background .............................................................................................................................. 13 Problem Statement .................................................................................................................. 22 Purpose and Scope of the Study ............................................................................................. 23 Significance of Study to Management Practice and Scholarship ....................................... 26 Research Question ................................................................................................................... 27 Chapter Summary ................................................................................................................... 28 Organization of Dissertation .................................................................................................. 29 Chapter 2: Literature Review ................................................................................................... 30 Introduction to Chapter and Review of Study Background ............................................... 30 Discussion of Theoretical Framework ................................................................................... 30 Typologies of ethical lapses ................................................................................................. 31 Ethical climate...................................................................................................................... 35 Moral disengagement .......................................................................................................... 37 Ethical leadership ................................................................................................................ 39 Change management ........................................................................................................... 40 Scoping Literature Review ..................................................................................................... 42 The relationship between ethical leadership and ethical climate .................................... 42 FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 8 Ethical lapse types ............................................................................................................... 45 Moral disengagement .......................................................................................................... 48 CIMO graphic ...................................................................................................................... 50 Cultivating an ethical work climate through effective change management ................. 51 A review of ethical qualifications included in job postings .............................................. 53 A review of ethical qualifications included in association and accrediting guidelines .. 54 Thesis statement ...................................................................................................................... 58 Conceptual Framework and Narrative ................................................................................. 59 Chapter Summary ................................................................................................................... 63 Chapter 3: Methodology............................................................................................................. 64 Introduction to the Chapter ................................................................................................... 64 Evidence-based Systematic Review for Management .......................................................... 64 Systematic Review ............................................................................................................... 64 Configurative approach ...................................................................................................... 66 Realist synthesis ................................................................................................................... 66 Search Strategies ..................................................................................................................... 67 Quality Appraisal of Literature ............................................................................................. 69 Inclusion and Exclusion Criteria........................................................................................ 70 Weight of Evidence assessment .......................................................................................... 70 Synthesis Methodology ........................................................................................................... 74 Expert Panel Review ............................................................................................................... 86 Chapter Summary ................................................................................................................... 89 Chapter 4: Findings: Analysis and Discussion ......................................................................... 91 FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 9 Introduction to the Chapter ................................................................................................... 91 Findings and Discussion Based on Synthesis and Analysis ................................................. 91 Finding 1 ............................................................................................................................... 94 Finding 2 ............................................................................................................................... 97 Finding 3 ............................................................................................................................. 101 Conceptual Model and Narrative ........................................................................................ 111 Alternative Perspectives ....................................................................................................... 113 Chapter Summary ................................................................................................................. 114 Chapter 5: Conclusions ............................................................................................................ 116 Introduction to the Chapter ................................................................................................. 116 Overall Conclusions .............................................................................................................. 116 Implications for Management .............................................................................................. 118 Recommendations for Management .................................................................................... 119 Limitations ............................................................................................................................. 121 Implications for Scholars and Future Research ................................................................. 121 Chapter Summary ................................................................................................................. 123 References ................................................................................................................................. 124 Appendix A ................................................................................................................................ 148 Appendix B ................................................................................................................................ 194 Appendix C ................................................................................................................................ 214 Appendix D ................................................................................................................................ 215 Appendix E ................................................................................................................................ 233 FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 10 List of Figures Figure 1. Distinguishing between culture, climate, and their relevant subsets. ........................... 15 Figure 2. Initial concept map of college employee ethical violations ......................................... 19 Figure 3. Initial CIMO logic model. ............................................................................................ 26 Figure 4. Typology of ethics failure in academia ........................................................................ 32 Figure 5. Model of ethical context of organizations.................................................................... 37 Figure 6. Mechanisms through which moral self-sanctions are selectively disengaged from detrimental conduct at different points in the moral control process ............................................ 38 Figure 7. Preliminary CIMO logic concept graphic of fostering ethical employee behavior in colleges. ....................................................................................................................................... 51 Figure 8. Revision of CIMO: Conceptual framework for an ethical work climate supportive of ethical employee behavior and decisions in U.S. colleges. ...................................................... 60 Figure 9. Revised conceptual framework for an ethical work climate supportive of ethical employee behavior and decisions in U.S. colleges. ...................................................................... 62 Figure 10. Systematic review steps. ............................................................................................. 66 Figure 11. PRISMA flow chart. ................................................................................................... 73 Figure 12. Initial network display of codes. ................................................................................. 80 Figure 13. Secondary network display of codes. .......................................................................... 82 Figure 14. Establishing an ethical work culture. ........................................................................ 108 Figure 15. Final conceptual framework for an ethical work climate supportive of ethical employee behavior and decisions in U.S. colleges. .................................................................... 112 FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 11 List of Tables Table 3. 1 Weight of Evidence Logic Chart ................................................................................. 71 Table 3. 2 Article Code Designation ............................................................................................. 76 Table 3. 3 Code and Code Count Sampling of 115 Total Data Set .............................................. 77 Table 3. 4 Depth and Breadth of Codes ........................................................................................ 77 Table 3. 5 Top 10 Codes Based on Breadth/Depth Averaging ..................................................... 78 Table 3. 6 Consolidated Codes ..................................................................................................... 81 Table 3. 7 Ethical Leadership Characteristics ............................................................................... 83 Table 3. 8 Change Management Tactics ....................................................................................... 84 Table 3. 9 Ethical Leadership and Change Management Results ................................................. 85 Table 3. 10 Summary of Subject Matter Expert Credentials ........................................................ 86 Table 3. 11 Subject Matter Expert Evaluation & Feedback Form Prompts ................................. 88 Table 4. 1 Data Set Study Contexts .............................................................................................. 93 Table 4. 2 Linking Findings to the Research Question ............................................................... 109 FOSTERING ETHICAL EMPLOYEE BEHAVIOR IN COLLEGES 12 Chapter 1: Introduction and Overview Introduction Research on four-year colleges and universities in the United States (hereafter referred to as simply colleges) suggests that scandals among employees negatively impact enrollment (Luca, Rooney, & Smith, 2016), and colleges can suffer fundraising losses, as well (Ryan, Hamilton, & Pringle, 2018). College scandals continue to make headlines, however, undermining public trust in the ability of both leadership and institutional safeguards to maintain an ethical organizational culture. Consider the following examples: In September 2015, Arizona State University placed history professor Matthew Whitaker on leave after multiple accusations of plagiarism, including a dispute over allegedly plagiarized training materials with the Phoenix Police Department (Ryman, 2016). In October 2015, a prominent University of California at Berkeley astronomer resigned under pressure from faculty colleagues following repeated allegations of sexua

Managing Technology Appropriation by Global Virtual Tiger Teams

Author: Harris W. J.
Publication venue: University of Maryland University College (UMUC)
Publication date: 02/03/2018
Field of study

This study is concerned with managing global teams that are formed as a result of unanticipated problems or issues that require time-critical solutions as a nonroutine function. The teams assembled to solve them often include experts in specific yet disparate fields who are recruited globally and then disbanded after the task has been completed. As a result, managers of these teams are faced with quickly and efficiently providing effective resources along with guiding teams through the process of determining the origins of failures, reporting, and implementing solutions. These virtual teams rely on technology to execute engineering processes, collaborate in their activities, and to validate and share knowledge. Thus, the need to manage the appropriation and use of technology that supports virtual teams to accomplish their reactionary tasking is critical for successful outcomes– – – Develop Clear Research Question Conduct Extensive Literature Searches Describe Study Characteristics: Literature Review Assess & Appraise Relevance and Quality of Selected Studies Analyze & Synthesize in Accordance with a Conceptual Framework Interpret and Communicate the Findings – – – – – – lens of Amabile’s (1988) stage gate theory, which The

Performance* Objec. ves*&* Outcomes* Technology* Appropria. on** &*Goal* A= ainment* Social*and* Technology* Structures* &* Trust* Cultural* Collabora. on* &** Conflict* Resolu. on* Episode*Task* Environment* Influenced*by* Time* Constraints* P4*–*Tech/Task*Form,* Fit,*Media. on* P5*–*Adap. ng*Rules** and*Resources* P3*–*Reconcilia. on*of* individualism*&*Collec. vism* P6,*P5*and*P3*Must*Occur*for* Sufficiency* Final*Desirable** Effect* First*Level** Cause* P1–*Defined*Task*&*Work*Environment* AIT*&* Technology* Facilita. on,* and* Media. on* P2–*Clear*Goals*and*Expecta. ons* P6*–*Effec. ve* Technology*Use* The*Global*Virtual*Tiger* Team*Environment*–*with* Temporal*Challenges

Twenty-first century challenges to women CEOs and the climb to the top: Is sponsorship the answer?

Author: Walker Barbara
Publication venue: University of Maryland University College (UMUC)
Publication date: 02/11/2018
Field of study

The purpose of this study is to examine the impact of gender-biased entry barriers (GBEB) and gender-biased perceptions of female leadership ability (GBPFLA) on women attainment of CEO positions (WA). An essential goal of this study is to identify how perceptions of women's leadership abilities affect decision maker attitudes and choices towards executive-level advancements for women.RESEARCH POSTER PRESENTATION DESIGN © 2015 www.PosterPresentations.com The purpose of this study is to examine the impact of gender-biased entry barriers (GBEB) and gender-biased perceptions of female leadership ability (GBPFLA) on women attainment of CEO positions (WA). An essential goal of this study is to identify how perceptions of women's leadership abilities affect decision maker attitudes and choices towards executive-level advancements for women. Purpose Approach - Systematic review Synthesis methodology- Thematic Synthesis CASP- Critical Appraisal Tool Search Strings String #1 – (WA) attain* OR advance* OR promot*) AND (woman OR women OR female*) N5 (CEO* OR "chief executive officer*") AND (Female OR woman OR women AND "board of directors" OR "board member*"). 446 articles retrieved String #2 (GBEB ) barriers* OR challenge* OR attain*) AND (woman OR women OR female*) AND (CEO* OR "chief executive officer*”) 391 articles retrieved String #3 (GBPFLA) gender* OR sex*) n5 (discriminat* OR bias*) AND “leader* style” AND (woman OR women OR female*) 81 articles retrieved Snowball Process- Returned 15 articles Gray Literature: Atkins, B. 2018 Bernstein, A. 2015 Malito, A. 2018 Robin, H. I. and Kolb, D.M. 2013 Robin, H. L. and Silva, C.C. 2010 Stevenson, J.E. and Orr, E. 2017 Method Role congruity theory establishes the theoretical basis for this study. The theory presumes that men are more agentic and women more communal in their leadership styles and therefore there is an incongruity between male and female leadership roles (Eagly & Karau, 2002). Social role theory presumes that men and women have the characteristics required for the roles that each gender occupies in society. The data describes how these theories and perceptions affect organizational behavior in women’s advancement decisions. Theoretical Framework Because such a large dataset was identified, a data reduction technique was employed to further organize the data. Data reduction is a form of analysis intended to sharpen, sort, focus, discard, and organize data so that conclusions can be made and verified (Guest, MacQueen, & Namey, 2012). Qualitative data reduction seeks to preserve the structure, meaning, and relationships inherent in the data. Thematic Synthesis Process Propositions P1- Women appointments to CEO position is inversely related to the organizations financial performance and internal cohesion. P2- Gender-biased perceptions of female leadership ability silently undermine the number of female prospects for CEO appointments. P3- Gender-biased perceptions of leadership ability in the appointment of women to CEO position reflect social and cultural stereotypes that pour over into corporate practices. CIMO Logic Observation A CIMO logic was used to test the research questions proposed intervention to the problem of gender-bias in executive leadership. The thematic analysis of the data shows that structured sponsorship programs are a viable intervention. Findings • There is little empirical evidence to support difference in women’s and men’s cognitive functioning and personality traits (Prime, Carter, & Welbourne, 2019). • Meta-analytic research shows that leadership ability is not markedly different for men and women (Eagly & Karau, 2002; Eagly & Wood, 2012; Cook & Glass, 2014). Misleading stereotypes about female leadership ability results in evaluation bias and discrimination (Brinkhuis & Scholtens, 2018; Prime, Carter, & Welbourne, 2019). • Gender stereotypes regarding women’s leadership ability impedes their career advancement (Cook & Glass, 2014; Eagly, Johannesen-Schmidt, & van Engel, 2003; Prime, Carter, & Welbourne, 2019). • In male-dominant domains, men’s perceptions are most likely to impact women’s career outcomes (Prime, Carter, & Welbourne, 2019). Dissertation Committee Chairs: Dr. Kriesta Watson and Dr. John Sherlock By: Barbara L. Walker Twenty-first Century Challenges to Women CEOs and the Climb to the Top. Is Sponsorship the Answer? Research Questions RQ 1- What role do gender-biased entry barriers play in women’s attainment of CEO position in U.S. organizations? RQ 2- To what extent can sponsorship programs counter-balance gender-biased inequities in the CEO selection process? Organizati onal Social and cultural entry barriers Perceptions of female leadership ability Female Candidates for CEO Sponsorship Women attainment of CEO WA Lack of access to social networks Lack of Support in the Workplace Communal versus Agentic Traits Prescriptive and Descriptive Stereotypes Unequal Division of Labor within the family Male Dominate Sub-cultures Perceptions regarding emotions Double Binds By examining studies focused on organizational, cultural, societal, and perceptual aspects, research shows that women's attainment of executive leadership positions is affected by gender-biased perceptions that ultimately limit the pool of female candidates. Conceptual Model Data Reduction Technique-Frequency Analysis Sponsorship as an Intervention Descriptive themes capture the most salient patterns and observations made throughout the dataset by associating conceptually similar themes among the included literature (Gough, Oliver, & Thomas, 2012). Eleven descriptive themes were identified within the dataset with 5 having the highest code frequencies. Descriptive Themes The findings of this dissertation indicate that control over women’s executive-level advancement is predominately in the hands of men. Sponsorship evolved as a viable intervention but falls short of an overarching solution. Additional research is required examining a business case for female CEO advancements as well as regulations demanding gender equality in executive leadership opportunities for publicly traded firms. Implications for Scholarship •Must be a senior manager with influence •Must have experience in areas where high potential women have line experience gaps •Must be on the board for making executive appointments Match sponsors with women considering program goals Sponsors Sponsorship Program Goals •Actively advocate for women’s advancement to executive-level positions •To promote high potential women to executive-level positions •Increase the pool of female candidate for CEO appointments •Deadline for making sure that participant is ready •Verbally promote candidates to decision makers •Find participant projects that will fill in skills gaps High potential women •Increased exposure to the executive committee •Ensure women have influential advocates for promotion •Acquire line experience needed for CEO appointments •Understanding the complexities of gender and leadership •Recognizing unconscious gender-related dilemmas •Learning to manage unconscious biases Involve immediate supervisor Increase pool of female CEO candidates Sponsor Selection Training Requirement Pairing Accountability Physical attributes of the sexes: •Women’s reproductive abilities •Men’s size and strength Corporate practices in the appointment of women to CEO positions Division of labor in the home Local economy, social structure, and organizational structures Gender-biased perceptions of female leadership ability Gender role beliefs Double binds-stereotypes regarding emotions-communal versus agentic beliefs Socialization Role Congruity Theory Social Role Theor

2018 - 2019 UMUC Europe Graduate - Catalog

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Publication venue: University of Maryland University College (UMUC)
Publication date: 2018
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