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Millennials in the workplace: Supervisory response to intergenerational conflict
No full textIntergenerational conflict is an issue between Millennials and older generations (Traditionalists, Baby Boomers, and Generation X). Millennials are a growing population in the workforce and supervisors have been tasked with grooming them as future managers and leaders. There are currently four generations in the workplace: (a) Millennials (born 1981–2002); (b) Generation X (born 1965–1980); (c) Baby Boomers (born 1946–1964); and (d) Traditionalists (born 1929–1945). An evidence-based realist review was used to examine millennial generational characteristics that lead to intergenerational conflict, as well as to examine interventions that are effective in reducing such conflict. The dissertation found multiple millennial generational characteristics associated with intergenerational conflict. Additionally, the dissertation found generational diversity training, two-way mentoring, and periodic rewards programs are effective practices for supervisors to implement in reducing this conflict. A conceptual model was developed to capture effective interventions as well as circumstances where and why the interventions are effective. This dissertation provides evidence-based recommendations to supervisors of Millennials in a multigenerational workforce. Suggested future research includes the evaluation of Generation Z (Post-Millennial) characteristics to determine potential characteristics that may lead to intergenerational conflict, the evaluation of workplace culture as a factor of intergenerational conflict, and the evaluation of maturational theory as a relevant theory associated with such conflict.Running Head: WORKPLACE INTERGENERATIONAL CONFLICT
Millennials in the Workplace:
Supervisory Response to Intergenerational Conflict
Gilbert E. Jones III
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. Deborah M. Wharff, D.M.
Dr. Eric B. Dent, Ph.D.
August 13, 2017
WORKPLACE INTERGENERATIONAL CONFLICT 2
© Copyright 2017 by
Gilbert E. Jones III
ALL RIGHTS RESERVED
WORKPLACE INTERGENERATIONAL CONFLICT 3
Abstract
Intergenerational conflict is an issue between Millennials and older generations (Traditionalists,
Baby Boomers, and Generation X). Millennials are a growing population in the workforce and
supervisors have been tasked with grooming them as future managers and leaders. There are
currently four generations in the workplace: (a) Millennials (born 1981 – 2002); (b) Generation
X (born 1965 – 1980); (c) Baby Boomers (born 1946 – 1964); and (d) Traditionalists (born 1929
– 1945). An evidence-based realist review was used to examine millennial generational
characteristics that lead to intergenerational conflict, as well as to examine interventions that are
effective in reducing such conflict. The dissertation found multiple millennial generational
characteristics associated with intergenerational conflict. Additionally, the dissertation found
generational diversity training, two-way mentoring, and periodic rewards programs are effective
practices for supervisors to implement in reducing this conflict. A conceptual model was
developed to capture effective interventions as well as circumstances where and why the
interventions are effective. This dissertation provides evidence-based recommendations to
supervisors of Millennials in a multigenerational workforce. Suggested future research includes
the evaluation of Generation Z (Post-Millennial) characteristics to determine potential
characteristics that may lead to intergenerational conflict, the evaluation of workplace culture as
a factor of intergenerational conflict, and the evaluation of maturational theory as a relevant
theory associated with such conflict.
Keywords: Baby Boomer, generation, generational characteristic, Generation X, Generation Y,
intergenerational conflict, Millennial, multigenerational, Traditionalist
WORKPLACE INTERGENERATIONAL CONFLICT 4
Acknowledgements
There are several wonderful people on my doctoral journey I would like to thank. First, I
thank God for giving me the strength and means to successfully complete my Bachelor’s degree,
Master’s degree, and Doctoral degree all within the span of just over nine years. I would like to
especially thank my loving family for supporting me throughout this journey and encouraging
me never to give up, even during the most difficult times. My mother Angela, my father Gilbert
Jones II, and my brother Christopher: you all have been such a vital support base for me. It
greatly saddens me that my mother will not be able to attend the hooding and graduation
ceremony, but I know she will be there in spirit and is proud of me as she always used to remind
me.
I would also like to thank my dissertation advisors, Dr. Deborah Wharff and Dr. Eric
Dent, for their vast efforts in ensuring that this dissertation turned out to be a success. They
made sure I stayed on track and provided me with important feedback (sometimes extra
feedback) when I needed it most. I would also like to thank Dr. Laura Witz and Dr. Wanda
Wagner for their support on my journey, particularly the knowledge I learned in their classes.
The reinforcement of statistical knowledge in Dr. Witz’s class as well as the knowledge on
creating and reinforcing a theoretical framework in Dr. Wagner’s class proved to be very useful
in my dissertation.
I would like to thank my subject matter experts for their valuable input on my dissertation
as well. Finally, I would like to thank the members of my cohort for their support. While the
end of our doctoral journey is bittersweet, I look forward to keeping in touch without the 10-ton
anvils of our dissertations hanging over our heads.
WORKPLACE INTERGENERATIONAL CONFLICT 5
Table of Contents
Abstract .......................................................................................................................................... 3
Acknowledgements ......................................................................................................................... 4
List of Tables ................................................................................................................................. 9
List of Figures ............................................................................................................................... 10
Chapter 1: Introduction and Overview ......................................................................................... 11
Background ............................................................................................................................... 12
The generations. ..................................................................................................................... 12
Intergenerational conflict in the workplace. .......................................................................... 14
Millennials, intergenerational conflict and supervisor intervention. ..................................... 14
Problem Statement .................................................................................................................... 15
Purpose of the Dissertation ........................................................................................................ 17
Significance to Management ..................................................................................................... 18
Research Questions ................................................................................................................... 19
Discussion of Concepts ............................................................................................................. 20
Generational characteristics. .................................................................................................. 20
Intergenerational conflict. ...................................................................................................... 20
Supervisor intervention. ......................................................................................................... 20
Summary and Organization of Dissertation .............................................................................. 22
Chapter 2: Literature Review ........................................................................................................ 23
Theoretical Framework ............................................................................................................. 24
Attribution theory. ................................................................................................................. 24
Labeling theory. ..................................................................................................................... 26
WORKPLACE INTERGENERATIONAL CONFLICT 6
Generational cohort theory. ................................................................................................... 27
Scoping Literature Review: Theories ........................................................................................ 28
Millennial Generational Characteristics (MGCs) ...................................................................... 28
Millennials’ desire for recognition. ....................................................................................... 29
Millennials’ use of technology. ............................................................................................. 32
Millennial communication preferences. ................................................................................ 35
Intergenerational Conflict (IGC) ............................................................................................... 37
Proposition 1. ......................................................................................................................... 44
Supervisor Intervention ............................................................................................................. 45
Mentoring programs. ............................................................................................................. 45
Periodic rewards and/or recognition. ..................................................................................... 49
Proposition 2. ......................................................................................................................... 51
Literature Interpretative Model ................................................................................................. 51
Chapter Summary ...................................................................................................................... 52
Chapter 3: Methodology ............................................................................................................... 53
Systematic Reviews and the Importance of Evidence-Based Management .............................. 53
Search Strategies and Inclusion/Exclusion Criteria .................................................................. 55
Quality Appraisal Framework ................................................................................................... 56
Data Collection and Data Analysis ........................................................................................... 58
Realist Synthesis ....................................................................................................................... 59
Subject Matter Expert (SME) Inputs ......................................................................................... 60
Summary of SME Feedback ...................................................................................................... 62
Summary .................................................................................................................................. 63
WORKPLACE INTERGENERATIONAL CONFLICT 7
Chapter 4: Analysis and Findings ................................................................................................. 65
Analysis .................................................................................................................................... 66
Finding 1: Multiple MGCs Lead to IGC. .................................................................................. 67
Finding 1a: Millennial technology dependence. .................................................................... 68
Finding 1b: Millennial need for recognition. ......................................................................... 71
Finding 1c: Millennial work values. ...................................................................................... 73
Summary of Finding 1. .......................................................................................................... 74
Finding 2: Generational Diversity Training Programs are Effective in Reducing IGC. ........... 75
Summary of Finding 2. .......................................................................................................... 77
Finding 3: Two-Way Mentoring Programs are Effective in Reducing IGC. ............................ 78
Summary of Finding 3. .......................................................................................................... 80
Finding 4: Periodic Rewards Programs are Effective in Reducing IGC. .................................. 81
Summary of Finding 4. .......................................................................................................... 82
Summary of Analysis ................................................................................................................ 83
Post-Analysis Conceptual Model .............................................................................................. 84
Answering the research questions. ........................................................................................ 86
Theoretical implications. ....................................................................................................... 87
Alternative Perspectives ............................................................................................................ 92
Summary .................................................................................................................................. 94
Chapter 5: Conclusions and Implications ..................................................................................... 95
Conclusions ............................................................................................................................... 96
Recommendations for Supervisors ............................................................................................ 98
Researcher Implications and Areas for Future Research ........................................................ 102
WORKPLACE INTERGENERATIONAL CONFLICT 8
Limitations .............................................................................................................................. 105
Summary ................................................................................................................................ 106
References .................................................................................................................................. 108
Appendix A: Tabulated Summary of Chapter 2 Critical Literature Review Sources ................. 121
Appendix B: TAPUPAS Scoring System ................................................................................... 130
Appendix C: TAPUPAS Quality Appraisal Analysis (Weighted Scores) .................................. 133
Appendix D: TAPUPAS Quality Appraisal Analysis (Unweighted Scores) .............................. 139
Appendix E: Executive Summary Sent to SMEs ........................................................................ 143
Appendix F: Table of SME Inputs and Responses ..................................................................... 150
Appendix G: SME Form – Dr. Susan Bosco .............................................................................. 157
Appendix H: SME Form – Dr. Lara Carver ............................................................................... 161
Appendix I: SME Form – Dr. Chip Espinoza ............................................................................. 164
Appendix J: SME Form – Dr. Donald Hillman .......................................................................... 167
Appendix K: SME Form – Dr. Mona Sedrak ............................................................................. 170
Appendix L: Chapter 4 Source Synthesis ................................................................................... 173
WORKPLACE INTERGENERATIONAL CONFLICT 9
List of Tables
Table 1: Generational Information of the Four Generations ........................................................ 12
Table 2: Generational Breakdown of Survey Response in Wong, Gardiner, Coulon, and Lang
(2008) ........................................................................................................................................ 44
Table 3: Records Count, by Search Statements ............................................................................ 56
Table 4: Subject Matter Expert (SME) Panel ............................................................................... 61
Table 5: Summary of Feedback Received for Improvements ...................................................... 63
Table 6: Data Aggregated to Coding Labels ................................................................................. 66
Table 7: Source Count of Millennial Generational Characteristics Associated with
Intergenerational Conflict .......................................................................................................... 68
Table L1: Finding 1 Sources ....................................................................................................... 173
Table L2: Finding 2 Sources ....................................................................................................... 174
Table L3: Finding 3 Sources ....................................................................................................... 174
Table L4: Finding 4 Sources ....................................................................................................... 174
WORKPLACE INTERGENERATIONAL CONFLICT 10
List of Figures
Figure 1: CIMO model of problem statement. ............................................................................. 16
Figure 2: Dissertation variables. .................................................................................................. 18
Figure 3: Theoretical framework of associated theories. ............................................................. 25
Figure 4: Conceptual model. ........................................................................................................ 52
Figure 5: Systematic literature review flowchart. ........................................................................ 55
Figure 6: CIMO model, proposed. ............................................................................................... 60
Figure 7: CIMO model for generational diversity training. ......................................................... 78
Figure 8: CIMO model for two-way mentoring. ......................................................................... 81
Figure 9: CIMO model for periodic rewards programs. .............................................................. 82
Figure 10: Analysis summary graphic. ........................................................................................ 84
Figure 11: Post-analysis conceptual model. ................................................................................. 85
WORKPLACE INTERGENERATIONAL CONFLICT 11
Chapter 1: Introduction and Overview
Millennials are quickly becoming the largest generation in the workforce (Cahill &
Sedrak, 2012). However, conflict in organizations is an increasing part of Millennials’
interactions with employees of other generations. When work-related values and expectations
are not similar, conflict between generations can occur (Myers & Sadaghiani, 2010). Carver and
Candela (2008) also cite conflict between Millennials and other generations in their discussion of
how Millennials will not “tolerate coworkers and managers who refuse to master and effectively
use cutting edge technology” (p. 989). Carver and Candela point out that a lack of supervisor
intervention in resolving intergenerational conflict (IGC) can lead to burnout, employee loss, and
an unpleasant work environment.
This dissertation will provide an evidence-based realist perspective on the differences in
generational characteristics between Millennials and older generations that could lead to IGC.
The dissertation will also evaluate supervisor intervention to alleviate and resolve IGC involving
Millennials. In order to accomplish these objectives, this dissertation will use Pawson’s realist
synthesis perspective to understand what supervisory interventions work in reducing IGC, as
well as to understand under what IGC circumstances those interventions work and why they
work (Pawson, Greenhalgh, Harvey, & Walshe, 2004).
The outcome of this systematic review dissertation will be three-fold: (a) an analysis of
millennial generational characteristics (MGCs) associated with IGC in the workplace, (b) an
understanding of the circumstances in which supervisor-implemented practices are effective in
reducing IGC, and (c) why specific supervisor-implemented practices are effective in reducing
IGC. This analysis will provide new evidence-based insights on practices that can be
implemented to address IGC involving Millennials for use by organizational supervisors.
WORKPLACE INTERGENERATIONAL CONFLIC
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Leader-member engagement and employee team engagement:Systematic review of the linkage in international nongovernmental organizations
No full textThis presentation examines the link between leader-member engagement and employee team engagement in the INGO context.Leader -Member Engagement and Member Engagement and Member Engagement and Member Engagement and Member Engagement and Member Engagement and Employee Team Engagement: Employee Team Engagement:Employee Team Engagement: Employee Team Engagement: Systematic Review of the Linkage in Systematic Review of the Linkage in Systematic Review of the Linkage in Systematic Review of the Linkage in Systematic Review of the Linkage in Systematic Review of the Linkage in Systematic Review of the Linkage in Systematic Review of the Linkage in Systematic Review of the Linkage in International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental OrganizationsInternational Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations Robert Obeng Robert Obeng Robert Obeng Robert Obeng Umiversity of Maryland University College Umiversity of Maryland University College Umiversity of Maryland University College Umiversity of Maryland University College Umiversity of Maryland University College Umiversity of Maryland University College Umiversity of Maryland University College Umiversity of Maryland University College Umiversity of Maryland University CollegeUmiversity of Maryland University CollegeWelcome to My Poster Presentation!Welcome to My Poster Presentation! 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LEADER LEADER -MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT:MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT:MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT:MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT: MEMBER ENGAGEMENT AND EMPLOYEE TEAM ENGAGEMENT:SYSTEMATIC REVIEW OF THE LINKAGE IN INTERNATIONAL NONGOVERNMENTAL SYSTEMATIC 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ObengRobert ObengGraduate School Graduate SchoolGraduate SchoolGraduate SchoolGraduate School Graduate School Graduate SchoolGraduate SchoolGraduate SchoolGraduate SchoolUniversity of Maryland University College, Adelphi, MD University of Maryland College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MD University of Maryland College, Adelphi, MDUniversity of Maryland University College, Adelphi, MD University of Maryland College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MD University of Maryland College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MD University of Maryland College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MD University of Maryland College, Adelphi, MDUniversity of Maryland University College, Adelphi, MD University of Maryland College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDUniversity of Maryland University College, Adelphi, MDDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James Gelatt Dissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattDissertation Committee: Dr. Kriesta Watson and James GelattBackground BackgroundBackground International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations International Nongovernmental Organizations
INGOs have very difficult work to perform INGOs have very difficult work to perform INGOs have very difficult work to performINGOs have very difficult work to perform INGOs have very difficult work to performINGOs have very difficult work to perform INGOs have very difficult work to perform INGOs have very difficult work to perform INGOs have very difficult work to perform INGOs have very difficult work to performINGOs have very difficult work to perform INGOs have very difficult work to perform INGOs have very difficult work to perform
Most are charitable in some way Most are charitable in some way Most are charitable in some way Most are charitable in some way Most are charitable in some wayMost are charitable in some way Most are charitable in some wayMost are charitable in some way
Giving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical careGiving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical careGiving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical care Giving food or supplies to the poor; offering medical care
Others focus on economic development Others focus on economic development Others focus on economic development
All are international All are international
Trying to help people, towns, or countries in some wayTrying to help people, towns, or countries in some wayTrying to help people, towns, or countries in some way Trying to help people, towns, or countries in some way Trying to help people, towns, or countries in some way Trying to help people, towns, or countries in some way Trying to help people, towns, or countries in some way Trying to help people, towns, or countries in some way Trying to help people, towns, or countries in some way Trying to help people, towns, or countries in some way Trying to help people, towns, or countries in some way Trying to help people, towns, or countries in some wayTrying to help people, towns, or countries in some way
All have the same problem All have the same problemAll have the same problem All have the same problem All have the same problem All have the same problem
How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with How to find leaders who can engage dynamically with employees to pursue the INGO mission employees to pursue the INGO mission employees to pursue the INGO mission employees to pursue the INGO mission employees to pursue the INGO mission employees to pursue the INGO mission employees to pursue the INGO mission employees to pursue the INGO mission —especially when especially when there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where there is no profit incentive to remind leaders of where they stand they standStudy Purpose / Problem Statement Study Purpose / Problem Statement Study Purpose / Problem Statement Study Purpose / Problem Statement Purpose Purpose :To examine the link between leaderTo examine the link between leader To examine the link between leader To examine the link between leaderTo examine the link between leader To examine the link between leader To examine the link between leader To examine the link between leader To examine the link between leader To examine the link between leader -member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team member engagement and employee team engagement in the INGO context. engagement in the INGO context. engagement in the INGO context. engagement in the INGO context. engagement in the INGO context. engagement in the INGO context. engagement in the INGO context. engagement in the INGO context.
How well do leaders interact with their employees? How well do leaders interact with their employees? How well do leaders interact with their employees? How well do leaders interact with their employees?How well do leaders interact with their employees? How well do leaders interact with their employees? How well do leaders interact with their employees? How well do leaders interact with their employees? How well do leaders interact with their employees?
How well do employees interact with each other? How well do employees interact with each other? How well do employees interact with each other? How well do employees interact with each other?How well do employees interact with each other? How well do employees interact with each other? How well do employees interact with each other? How well do employees interact with each other? How well do employees interact with each other? How well do employees interact with each other? How well do employees interact with each other? Problem Problem :Cases suggest LM engagement to be Cases suggest LM engagement to be Cases suggest LM engagement to be Cases suggest LM engagement to be Cases suggest LM engagement to be Cases suggest LM engagement to be Cases suggest LM engagement to be central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement. central to INGO stakeholder engagement.central to INGO stakeholder engagement.
But the research has yet to determine relevance But the research has yet to determine relevance But the research has yet to determine relevance But the research has yet to determine relevance But the research has yet to determine relevance But the research has yet to determine relevance of employee team engagement in this equation of employee team engagement in this equation of employee team engagement in this equation of employee team engagement in this equationof employee team engagement in this equation of employee team engagement in this equation of employee team engagement in this equation of employee team engagement in this equation of employee team engagement in this equation of employee team engagement in this equation
How does LM engagement foster ET engagement? How does LM engagement foster ET engagement? How does LM engagement foster ET engagement? How does LM engagement foster ET engagement? How does LM engagement foster ET engagement? How does LM engagement foster ET engagement? How does LM engagement foster ET engagement? How does LM engagement foster ET engagement? How does LM engagement foster ET engagement?Problem Significance / Research Qq Problem Significance / Research Qq Problem Significance / Research Qq Problem Significance / Research Qq Problem Significance / Research Qq Significance of the Problem Significance of the Problem Significance of the ProblemSignificance of the Problem Significance of the ProblemSignificance of the Problem Significance of the Problem Significance of the Problem:Mission Creep
INGOs need to select leaders who live the INGOs need to select leaders who live the INGOs need to select leaders who live the INGOs need to select leaders who live the INGOs need to select leaders who live the INGOs need to select leaders who live the INGOs need to select leaders who live the INGOs need to select leaders who live the mission mission —deviation occurs due to a lack of deviation occurs due to a lack of deviation occurs due to a lack of deviation occurs due to a lack of deviation occurs due to a lack of deviation occurs due to a lack of engagement engagement engagement Research Questions Research Questions Research Questions Research Questions Research Questions Research Questions Research Questions
RQ1RQ1 :Does leader -member engagement positively member engagement positively member engagement positively member engagement positively member engagement positively member engagement positively member engagement positively member engagement positively affect employee team engagement in an INGO? affect employee team engagement in an INGO? affect employee team engagement in an INGO? affect employee team engagement in an INGO? affect employee team engagement in an INGO? affect employee team engagement in an INGO? affect employee team engagement in an INGO? affect employee team enga
Gaming Addiction in Adults
No full textThis paper explores gaming addiction in adults.GAMING ADDICTION 1 of 7
Melanie Ballesteros
University of Maryland University College
Health Services Management [email protected] GAMING ADDICTION 2 of 7
Gaming Addiction in Adults Gaming addiction is the inability to control the compulsive or excessive use of video games (Vanzoelen & Caltabiano, 2016). With overuse, video games are theorized to affect multiple areas in a gamer’s life. Researchers have found that problematic players exhibit signs of increased aggressive behavior, decreased empathy, poor personal hygiene, depression, anxiety, lowered social competence, greater impulsivity, and etc (Schmitt & Livingston, 2015). Anything that can negatively affect an individual’s mood, social behavior, career, academic success, and physical health at once can be labeled as problematic. Gaming addiction is an important problem to discuss in today’s society because it can affect an individual of any gender or age. The consequences of a severe gaming addiction can lead to job loss, academic decline, illness, and even death (Park & Ahn, 2010). There are many reasons why an individual can become addicted to video games. Video games were designed to capture and hold a player’s attention. The various missions and accomplishments set in video games were made to keep a player entertained and engaged. Virtual gaming worlds create an escape for individuals who are depressed, anxious, fear rejection in social settings, and find it difficult to interact with others offline (Forrest, King, & Delfabbro, 2016; Vanzoelen & Caltabiano, 2016). Players have expressed that friendships were easier to forge online and that virtual worlds provide a positive community full of support (Sublette & Mullen, 2012). Signs of addiction that are easy to identify are social withdrawal, preoccupation with gaming, abandonment of academic or occupational responsibilities, loss of interest in other activities, continued video game use despite negative consequences, defensiveness about gaming, restlessness, and etc (Young, 2009). Signs of addiction that are not as easy to identify are obsessive thoughts about gaming, lying about how much time is spent gaming, using gaming GAMING ADDICTION 3 of 7
as an escape from reality, fantasizing about gaming in social settings, hiding injuries to continue video game use, and etc (Scharkow, Festl, & Quandt, 2014; Young, 2009). Identifying these secretive behavioral traits of addiction may be difficult. Griffiths, Kuss, and King (2012) mention that the first references to video game addiction can be found in studies dating back to the 1980s. In 1983 school counselors claimed that video game addiction was a typical behavioral addiction that resulted in compulsive use, lack of interest in other activities, exclusive association with other gamers, and even physical withdrawal symptoms. However, in the 1980s, one only had to admit to being “addicted” in order to be labeled as a video game addict. The number of studies on video game addiction grew substantially in the 2000s. Massive multiplayer online role playing games were introduced and many enjoyed playing as a “community” (Griffiths, Kuss, & King, 2012). This new medium led to an increase in addicted players. These players exhibited problematic behavioral traits not seen in earlier studies. Addicted players were willing to sacrifice sleep, skip meals, neglect personal hygiene, miss academic or occupation deadlines, and persevere through painful injuries just to continue gaming (Scharkow, Festl, & Quandt, 2014). The more “invested” a player felt, the more time they spent gaming. Video game technology has improved immensely since its introduction in the 1970s. Future trends such as virtual reality, augmented reality, secondary screens, open-source gaming, and cloud gaming [to name a few] are revolutionizing the gaming world. Video game players now have the luxury of using multiple platforms to immerse themselves further into their gaming worlds. Portable gaming is steadily growing in popularity. Griffiths, Kuss, and King (2012) predict the convenience of portable gaming will only encourage excessive gaming. They also predict that with current gaming trends, the number of female players will only increase. In GAMING ADDICTION 4 of 7
Australia, 47% of women are now playing games on a personal computer, hand-held device, or console (Vanzoelen & Caltabiano, 2016). This is in comparison to the 53% of men who are currently playing video games on the same platforms. These statistics are important because with the prevalent use of social media in society, it has become easier than ever to become addicted to playing video games. Video games have progress tracking that evaluates and provides gaming feedback to players. The feedback may help players advance to the next level or simply improve their gaming skills. To keep customers engaged and competitive, gaming companies now host tournaments where players can compete to be ranked the #1 player within a specific area. Prizes may include free online gaming subscriptions, free pre-orders of new games, and even prize money worth hundreds of thousands of dollars. Video game addictions can affect an individual no matter their demographic. Young (2009) states that ten percent of China’s 30 million internet gamers are addicted players. Authorities in China have tried combating their problematic gamer problem by regularly shutting down internet cafes and passing laws that limit the hours that adolescents can play games online. An example of a law China is considering passing is banning players under the age of eighteen from gaming during the hours between midnight and eight am. Without these precautions there would be more instances of severe consequences. In 2007, a twenty-six year old man collapsed and died from a heart attack after spending an entire Chinese holiday playing computer games (Sublette & Mullen, 2012). Another instance of severe gaming took place in 2005, a twenty-eight year old man played computer games for fifty non-stop hours and died of heart failure (Sublette & Mullen, 2012). These gamers most likely suffered from a pulmonary thromboembolism, which is caused by sitting at a computer for long periods of time. Video game addictions can affect an individual as much as it can affect an entire GAMING ADDICTION 5 of 7
community or country. China has already passed laws to prevent underage gaming from prevailing (Sublette & Mullen, 2012). If they can prevent their youth from becoming addicted, the number of addicted players in their country will surely decrease. Park and Ahn (2010) recommend a tax and rebate policy to combat large numbers of addicted video game players. Video game companies will voluntarily adopt a self regulation policy or else they will be taxed a fine. Video game companies that willingly adopt this policy will be rewarded with a rebate. The goal of this tax and rebate policy is to hold video game companies responsible for the number of addicted players. I believe this policy was inspired by tobacco companies being held responsible for spreading public awareness. Tobacco companies are in charge of educating the public on the health ramifications of using their products. They issue warnings on their products, fund youth prevention programs, educate the public on the dangers of second-hand smoke and smoking while pregnant, and etc. These policies may seem counter-productive, but tobacco companies have not seen a decrease in profits or sales. On the contrary, these policies have increased profits, lowered the public’s negative stigma associated with smoking, and decreased the number of addicted smokers. Park and Ahn (2010) believe video game companies can increase sales and profits, lower the public’s negative stigma towards gaming, and decrease the number of addicted video game players by adopting the tax and rebate policy. Companies who willingly adopt a self regulation policy will only benefit from the predicted outcomes of a tax and rebate policy.GAMING ADDICTION 6 of 7
References
Forrest, C. J., King, D. L., & Delfabbro, P. H. (2016). The measurement of maladaptive cognitions underlying problematic video-game playing among adults. Computers in Human Behavior, 55(Part A), 399-405. doi:10.1016/j.chb.2015.09.017 Griffiths, M., Kuss, D., & King, D. (2012). Video game addiction: Past, present and future. Current Psychiatry Reviews, 8(4), 1-11. Retrieved from http://irep.ntu.ac.uk/id/eprint/ 5976/1/211418_PubSub798_kuss.pdf Park, B., & Ahn, J. (2010). Policy analysis for online game addiction problems. System Dynamics Review, 26(2), 117-138. doi:10.1002/sdr.436 Scharkow, M., Festl, R., & Quandt, T. (2014). Longitudinal patterns of problematic computer game use among adolescents and adults — a 2-year panel study. Addiction, 109(11), 1910-1917. doi:10.1111/add.12662 Schmitt, Z. L., & Livingston, M. G. (2015). Video game addiction and college performance among males: Results from a 1 year longitudinal study. Cyberpsychology, Behavior, and Social Networking, 18(1), 25-29. http://dx.doi.org.ezproxy.umgc.edu/10.1089/ cyber.2014.0403 Sublette, V. A., & Mullan, B. (2012). Consequences of play: A systematic review of the effects of online gaming. International Journal of Mental Health and Addiction, 10(1), 3-23. http://dx.doi.org.ezproxy.umgc.edu/10.1007/s11469-010-9304-3 Vanzoelen, D., & Caltabiano, M. L. (2016). The role of social anxiety, the behavioral inhibition system and depression in online gaming addiction in adults. Journal of Gaming & Virtual World, 8(3), 231-245. doi:10.1386/jgvw.8.3.231_1 Young, K. (2009). Understanding online gaming addiction and treatment issues for GAMING ADDICTION 7 of 7
adolescents. American Journal of Family Therapy, 37(5), 355-372. doi:10.1080/0192618090294219
Interim leaders of workplace organizations: An investigation of trust issues between the interim leader and the workforce
No full textThe hiring of an interim leader on a short-term basis is a flexible way to augment management in an organization and provide just-in-time resources at a reasonable cost. However, studies show that interim leadership successions are associated with trust issues during transitions that disrupt organization operations and adversely impact performance. This dissertation investigated trust issues between the interim leader and the workforce to better understand how trust can be developed. Authentic leadership theory, social exchange theory, and organizational justice theory were used to interpret studies related to trust. Themes that emerged included trust and the workforce, interim leader and trust, and interim leader and organizational level trust. A systematic review process was used to gather literature and the Critical Appraisal Skills Program was used to appraise the literature and resulted in 53 studies included for analysis. The constant comparative method (CCM) was used to code, analyze, and synthesize the empirical evidence. The qualitative data showed that specific interactions between interim leaders and the workforce played a key role in successful transitions and positive performance; trust led to increased commitment, engagement, and collaboration, while lack of trust or mistrust led to increased turnover, presentism, and absenteeism. Interim leaders who develop a culture of trust and possess particular trust-building leadership characteristics will be most successful. Competency, integrity, and reliability or dependability were found to be a measure of trust, while mechanisms of trust included open dialogue, communication, fairness, active listening, collaborations, and social relationships. This dissertation provides guidance in developing trust, which will result in a positive and productive work environment during leadership transitions.Running Head: WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS
Interim Leaders of Workplace Organizations: An Investigation of Trust Issues Between the
Interim Leader and the Workforce
by
Rose Siri Ntumngia
A Dissertation Presented in Partial Fulfillment of the
Requirements for the Degree of
Doctor of Management
University of Maryland University College
30 August 2017
Dissertation Committee
Deborah M. Wharff, D.M.
G. David Andersen, Ed.D.
Eric B. Dent, Ph.D.
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS
© 2017
Rose Siri Ntumngia
ALL RIGHTS RESERVED
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 3
Abstract
The hiring of an interim leader on a short-term basis is a flexible way to augment management in
an organization and provide just-in-time resources at a reasonable cost. However, studies show
that interim leadership successions are associated with trust issues during transitions that disrupt
organization operations and adversely impact performance. This dissertation investigated trust
issues between the interim leader and the workforce to better understand how trust can be
developed. Authentic leadership theory, social exchange theory, and organizational justice
theory were used to interpret studies related to trust. Themes that emerged included trust and the
workforce, interim leader and trust, and interim leader and organizational level trust. A
systematic review process was used to gather literature and the Critical Appraisal Skills Program
was used to appraise the literature and resulted in 53 studies included for analysis. The constant
comparative method (CCM) was used to code, analyze, and synthesize the empirical evidence.
The qualitative data showed that specific interactions between interim leaders and the workforce
played a key role in successful transitions and positive performance; trust led to increased
commitment, engagement, and collaboration, while lack of trust or mistrust led to increased
turnover, presentism, and absenteeism. Interim leaders who develop a culture of trust and possess
particular trust-building leadership characteristics will be most successful. Competency,
integrity, and reliability or dependability were found to be a measure of trust, while mechanisms
of trust included open dialogue, communication, fairness, active listening, collaborations, and
social relationships. This dissertation provides guidance in developing trust, which will result in
a positive and productive work environment during leadership transitions.
Keywords: interim leader, trust, workforce, organizational level trust, active listening,
communication
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 4
Acknowledgements
This dissertation would not have gotten to the finish line without support and assistance
from family, cohort members, members of the faculty of University of Maryland University
College, colleagues at work, friends, and my “well wishers” through a world class Doctor of
Management program. Thank you all for helping me to achieve my dreams.
To my late dad, I say thank you for teaching me the importance of education. This is for
you. I know you are watching over me and I know you are proud of me. To my Mom, I say
thank you for all your moral and financial support. To my daughters, Thelma and Sharon, I will
tell you the same thing my dad told me: “They can take away all you have but they can never
take away what is in your head.” Education is the greatest possession in life.
I want to express my sincere thanks to Dr. Wharff for guiding me throughout this
process. I learned a lot from you. I want to thank the dissertation committee members,
especially Dr. Andersen, and other members of the faculty for their unwavering support and
coaching throughout the DM program. Thanks to my cohort members for the support and the
fun times during residencies. I would not have finished this journey without all your help and
encouragement. To the writing center team—Aimee, Anna, and especially to Monique—thank
you for working with me and even allowing me to have two hours in one session just so I could
go through my dissertation. To Cynthia Thomes, the UMUC librarian—thank you for teaching
me how to search for articles. To Michelle, my editor, I would never have done it without you.
And, to my friends, Tsabili, Nancy, and Fred, thank you for your support and friendship.
Sis Corine, thank you for making me feel at home. You are awesome! My large and extended
family, in the US, Europe, and in Cameroon – thank you for being so very supportive.
“Educating the girl child is educating the whole village.” Thank you all. I love you all.
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 5
Table of Contents
Abstract ........................................................................................................................................... 3
Acknowledgements ......................................................................................................................... 4
List of Tables .................................................................................................................................. 9
List of Figures ............................................................................................................................... 10
Chapter 1: Introduction and Overview of the Dissertation ........................................................... 11
Background ............................................................................................................................... 12
Reasons for growth in hiring interim leaders. ....................................................................... 13
Trust and leadership. .............................................................................................................. 16
Problem Statement ..................................................................................................................... 19
Purpose of the Study .................................................................................................................. 20
Significance to Management Practice and Scholarship ............................................................. 21
Discussion of Theories, Themes/Concepts, and Relevant Literature ........................................ 22
Theories. ............................................................................................................................... 23
Definitions and Terms ............................................................................................................... 27
Summary ................................................................................................................................... 28
Chapter 2: Literature Review ........................................................................................................ 30
Theoretical Framework ............................................................................................................. 31
Authentic leadership theory. .................................................................................................. 31
Social exchange theory. ......................................................................................................... 32
Organizational justice theory. ................................................................................................ 33
Critical Review of Literature ..................................................................................................... 34
Theme 1: Workforce and trust-based actions by interim leaders. ......................................... 34
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 6
Theme 2: Interim leader and trust characteristics. ................................................................. 43
Theme 3: Interim leaders and organizational level trust. ...................................................... 52
Conceptual Diagram .................................................................................................................. 60
Propositions ............................................................................................................................... 61
Summary ................................................................................................................................... 62
Chapter 3: Methodology ................................................................................................................ 64
Systematic Review and Management ........................................................................................ 66
Search Strategies and Search Terms .......................................................................................... 67
Inclusion/Exclusion Criteria ...................................................................................................... 72
Quality Appraisal of Literature ................................................................................................. 73
Critical Appraisal Skills Programme (CASP) tool. ............................................................... 74
Synthesis ................................................................................................................................... 76
Open coding. .......................................................................................................................... 77
Selective coding. .................................................................................................................... 81
Subject Matter Expert Feedback ............................................................................................... 82
Expert Panel Review. ............................................................................................................ 83
Summary ................................................................................................................................... 84
Chapter 4: Findings and Discussion .............................................................................................. 85
Discussion of Findings .............................................................................................................. 86
Finding 1: Trust is built through specific mechanisms of interim leader involvement. ........ 87
Finding 2: Specific leadership characteristics can engender trust. ........................................ 93
Finding 3: Negative outcomes rooted in lack of trust. .......................................................... 97
Final Conceptual Model .......................................................................................................... 101
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 7
Analysis of the Findings .......................................................................................................... 103
Commitment, engagement, and collaboration are essential to workforce trust. .................. 103
Organizational trust is impacted by employee/workforce confidence in no harm. ............. 105
Insertion of an interim leader affects workforce trust. ........................................................ 106
Trust and distrust mutually can impact the workforce and the organization. ...................... 107
Alternative Perspectives .......................................................................................................... 108
Interim management and trust versus succession management/planning. .......................... 110
Summary ................................................................................................................................. 111
Chapter 5: Conclusions and Implications .................................................................................. 1122
Study Conclusions ................................................................................................................... 114
Operationalization of trust. .................................................................................................. 115
Generating fast trust. ............................................................................................................ 115
Trends ..................................................................................................................................... 116
Use of interim leaders is win-win. ....................................................................................... 116
Cost saving and mismatched needs in leadership hiring decisions. .................................... 117
Addressing staffing shortages. ............................................................................................. 117
Interim leaders as transformational leaders. ........................................................................ 118
Executives seek more flexibility. ......................................................................................... 118
Availability of placement organizations. ............................................................................. 119
Implications/Recommendations .............................................................................................. 119
Practical steps for building trust. ......................................................................................... 121
Limitations and Future Research ............................................................................................. 122
Summary ................................................................................................................................. 123
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 8
References .................................................................................................................................. 125
Appendix A. Journals of Articles Included for Systematic Review ............................................ 145
Appendix B. Results of Axial Coding, by Open Code Category ................................................ 147
Appendix C. Open Code Category 1: Workforce and Trust ....................................................... 148
Appendix D. Open Code Category 2: Interim Leader and Trust ................................................. 153
Appendix E. Open Code Category 3: Interim Leader and Organizational Level Trust ............. 157
Appendix F. Synthesis of Axial Codes, with Selective Coding .................................................. 162
Appendix G. Subject Matter Experts: Expert Panel Profiles ...................................................... 165
Appendix H. Subject Matter Experts: Executive Summary Sent ................................................ 166
Appendix I. Subject Matter Experts: Questionnaire .................................................................... 173
Appendix J. Subject Matter Experts: Questionnaire Feedback ................................................... 174
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 9
List of Tables
Table 1. Search A: One Search, UMUC Library ........................................................................... 68
Table 2. Search B: One Search, UMUC Library ........................................................................... 71
Table 3. Checklist of Questions, Critical Analysis Skills Programme (CASP) ............................ 74
Table 4. Quality Appraisal Tool, Critical Appraisal Skills Prorgramme (CASP) ......................... 75
Table 5. Characteristics of Synthesis ............................................................................................. 77
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 10
List of Figures
Figure 1. Conceptual framework. .................................................................................................. 61
Figure 2. PRISMA flow diagram, Search A, meta-analysis articles for synthesis. ....................... 69
Figure 3. PRISMA flow diagram, Search B, with case study limitations. .................................... 70
Figure 4. Articles included in the systematic review, by year of publication ............................... 72
Figure 5. Selective coding, conceptual diagram ............................................................................ 82
Figure 6. Conceptual model of mechanisms and outcomes of trust. ........................................... 102
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 11
Chapter 1: Introduction and Overview of the Dissertation
Constant changes in the business environment, skill shortages, retirement, career
mobility, dismissals, ill health, and changes in business practices have made transitions in
leadership a common occurrence in organizations. To fill vital leadership gaps, organizations
have turned to interim leaders until a permanent successor is found (Ballinger & Marcel, 2010, p.
263). Because high employee involvement practices are indicators of performance and growth in
an organization, the entire workforce—including non-managerial employees are very important
during periods of succession and the appointment of interim leaders (Batt, 2002, p. 595).
Studies have shown that 17% of successions in corporations between 1996 and 1998
hired interim leaders for at least 45 days; that number has increased four-fold since that time
(Ballinger & Marcel, 2010, p. 266; Mooney, Semadeni, & Kesner, 2014). Even as the hiring of
interim leaders increases, the market reaction to their appointment is mostly negative, partly
because of the uncertainty created by the lack of a permanent replacement (Mooney et al., 2014;
Souza, 2012, p. 24). An analysis of 2,500 public companies run by interim leaders found a lower
net income and stock market performance than those run by permanent leaders (Ballinger &
Marcel, 2010, p. 270). On the other hand, interim leaders tend to be more engaged in addressing
growth in earnings. Chen, Luo, Tang, and Tong (2015) in their study of 145 interim leaders
looked at succession events of U.S. public firms from 2004-2008 and found that interim leaders
were more likely to take part in earnings management to improve performance in earnings than
were non-interim leaders.
Such seeming contradictions in expectations of outcomes from an interim leader’s tenure
contribute to the lack of clarlity a practitioner finds when searching for best practices to guide the
hiring and management of an interim leader. Yet, while the growing demand for interim leaders
WORKFORCE TRUST AND INTERIM LEADER APPOINTMENTS 12
and interim leadership has seen increasing attention among scholars and practitioners, there are
no studies that specifically examine trust issues associated with interim leaders’ success (Bligh,
2017, p. 27). This dissertation seeks to better inform decision-making in interim leader
appointments by enhancing practitioners’ understanding of the unique nature of trust between
interim leaders, the workforce, and the organization. To do so, this study highlights and
evaluates the outcomes of trust and mistrust so as to identify structures that support the building
of trust between interim leaders and the workforce that advance achievement of the objectives of
the interim leader and the organiztion.
An evidence-based management approach (EBMgt) was used to conduct the study, given
the (a) growing trend in hiring interim leaders, (b) mixed assumptions about issues of trust and
leadership, and (c) diverse findings presented in the literature on the structures that support the
building of trust between interim leaders, the workforce, and the organization. A systematic
review design method was used to obtain evidence from empirical studies and case studies in the
grey literature to answer the research question, “What are the trust issues between the interim
leader and the workforce, and how do these issues impact the successful outcomes of both the
interim leader and the organization?” For the purpose of this dissertation, interim leaders are
considered to be middle-leve
Addressing the underrepresentation of African American leadership in the community college
No full textThe purpose of the current study was to define the magnitude of the underrepresentation, to take a critical look at the factors that have influenced it, and to identify viable policies, practices, and programs that have proven to be successful in increasing the presence of African American leaders in the community college. Through the application of systematic literature review that included; expert opinion, qualitative and quantitative studies, and grey literature, the proposed research questions were explored in depth and potential best practices, and strategies were identified. The research questions included: 1. What does the literature tell us about the value of African American leadership and its impact on African American student success? 2. What barriers have prevented African Americans from accessing the community college leadership pipeline? 3. What policies, programs and activities have proven effective in increasing African American leadership in the community college? Key findings include: Findings from this study suggest that diverse leadership on college campuses can have a positive influence on student success, and finds a relationship between African American leadership and African American student success. African Americans entrance into the leadership pipeline is challenged with a multitude of barriers such as underrepresentation in graduate schools, social, institutional barriers, and discrimination barriers, that prevent access and retention. There are several successful policies and programs if implemented more broadly might have an impact in increasing African American leadership. The research also found a need for further studies that focus specifically on factors affecting the representation of African American leaders in the community college.Addressing the Underrepresentation
of
African American Leadership in the Community College
Angela Alicia West
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
Dr. Charlene Nunley
Dr. Susan McMaster
Dr. Patricia Keir
August 19, 2016
Addressing the Underrepresentation of African American Leadership in the Community College 1
Abstract
African Americans in community college leadership positions have been underrepresented for many years. This study focused on the problem of the underrepresentation of African American leaders on community college campuses, which continues today as it has continued for decades. The purpose of this study was to define the magnitude of the underrepresentation; take a critical look at the factors that have influenced their ongoing underrepresentation; and identify viable policies, practices, and programs that have proven to be successful in increasing the presence of African American leaders in the community college. Through the application of systematic literature review that included expert opinion, grey literature, qualitative and quantitative studies, the research questions were explored in depth, and potential best practices and strategies were identified. The research questions included: (a) What does the literature tell us about the value of African American leadership and its impact on African American student success? (b) What barriers have prevented African Americans from accessing the community college leadership pipeline? (c) What policies, programs, and activities have proven effective in increasing African American leadership in the community college? Key findings included the following. First, the research supports the contention that diverse leadership can have a positive influence on student success. Second, African Americans encounter a multitude of barriers that prevent them from entering the leadership pipeline that include underrepresentation in graduate schools, social barriers, institutional barriers, and discrimination barriers. Third, several successful policies and programs were identified that can be useful increase African American leadership in the community college. Fourth, further study specific to the presence of African American leaders in the community college is needed. Addressing the Underrepresentation of African American Leadership in the Community College iii
Keywords: African American, administrators, community college, higher education, leadership, student success.
Addressing the Underrepresentation of African American Leadership in the Community College iv
Dedication
To my mother Eugenia (Mother), and father Gilbert (Pops) who never lived to see this day but whose presence is felt regularly. Pops, although you never went to college, you always valued education. Mother your spirit and your final words to me are the wind beneath my wings. You both would be so proud of the person I have become. I love and miss you both. To my loving family, (Anna, Vincent, Janet, Annette, and Marvin in the spirit) Cornell, Ethel, Camilla, Lucinda, Warner T., Gilbert, Melvina, Myron, Venetia, Carl, and Lynette, you have been so patient and supportive of me through another journey. Thank you all for your love, encouragement, support, and patience. I adore you and I appreciate you all immensely. To my grandchildren, education is power that cannot be taken away from you. Know that with God, all things are possible and you can be whatever you want to be according to His will. Aim high and reach higher. Grandma loves you. To my Sisters in the Spirit, Paulette Campbell, Dr. Tanya Kearney, Marien Ortiz, and Rev. Patricia Yeargin, each of you have been a source of encouragement and inspiration to me in some way. Thank you for loving me for me.
To the late Dr. Joseph Bowman who on his bed of affliction encouraged me to pursue my doctoral degree. Thank you. You are still bearing fruit. Lastly, I dedicate this work to the many African American men and women who start this journey and it seems like there is no end in sight. Be encouraged! “God began a good work in you. And I am sure that he will carry it on until it is completed” (Philippians 1:6).
Addressing the Underrepresentation of African American Leadership in the Community College v
Acknowledgments
The completion of this writing would not have been possible if it had not been for God’s grace, mercy, and favor over my life. I serve a Great God who is able to see things through to completion and I am grateful. To God be the Glory for the things He has done, can do, and will do. Thank you Lord! I thank the faculty and staff of the University of Maryland University College, Doctor of Management in Community College Policy and Administration program. I extend especially my gratitude to Dr. Charlene Nunley. You stepped in as my advisor at a time when I lost confidence in my ability to make it through this program. Your firm yet gentle correction of what was required of me challenged me to press on to the end. You encouraged and believed in my ability, and I truly thank you. I extend heartfelt gratitude to Dr. Susan McMaster. You are one in a million. Your cheerful spirit is infectious, and your words of encouragement helped to carry me to the finish line. Thank you for brightening my day. I also acknowledge and thank Dr. Patricia Keir for the beginning and your continued support in spite of our differences. My class of 2017 cohorts, Claudia, Kelmisis, Lenaire, and Wendy. I am grateful to have taken this journey with you all. Thank you all for embracing me, and my late arrival to the cohort. Lenaire, you rock, your perseverance is outstanding and admirable. My Macedonia Baptist Church, thank you for your love, encouragement, patience and prayers. To my mentor and friend Dr. Quintin Bullock, President of Allegheny County Community College, your wisdom, and support help to influence me. Thank you for always taking and returning my calls. Last and certainly not least, to my entire family I thank you for loving and believing in me. I must extend a special thank you to my loving, caring sisters, Camilla, Melvina, and Lynette. Thank you for checking on me to see if I was taking care of myself and encouraging me to get some rest in between my weekly assignments. Camilla, you are my hero. I love you all dearly. Addressing the Underrepresentation of African American Leadership in the Community College vi
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION .......................................................................................... 1
Background and Context.................................................................................................. 1
Administrative Diversity .................................................................................................. 2
Student Diversity ............................................................................................................. 7
Statement of the Problem ................................................................................................. 8
Significance of the Problem ............................................................................................. 10
Purpose of This Study ...................................................................................................... 14
Theoretical Context .......................................................................................................... 15
Critical Race Theory (CRT)................................................................................. 15
Strategic Diversity Leadership (SDL) ................................................................. 16
Definition of Key Terms .................................................................................................. 17
African American(s)/Black(s) .............................................................................. 17
Diversity ............................................................................................................... 17
Historically Black Colleges and Universities (HBCUs) ...................................... 18
Leadership ............................................................................................................ 18
Minority (Minorities) ........................................................................................... 18
Organizational Culture ......................................................................................... 18
Predominately White Institutions (PWIs) ............................................................ 18
Research Questions .......................................................................................................... 19
Conclusion ....................................................................................................................... 19
CHAPTER TWO: LITERATURE REVIEW .............................................................................. 21
Introduction ...................................................................................................................... 21
History of Leadership Underrepresentation ..................................................................... 23
Minority Leadership in the Community College ................................................. 24
African American Leadership Perspective .......................................................... 29
Barriers to Leadership for African Americans ..................................................... 39
Barriers ............................................................................................................................. 45
Social Barriers ...................................................................................................... 45
Organizational and Institutional Barriers ............................................................. 45
Internal Barriers ................................................................................................... 46
Double Burden Barrier ......................................................................................... 46
Barriers Identified by Other Researchers ............................................................. 47
Pipeline Barriers................................................................................................... 49
Value of African American Leadership in the Community College ............................... 50
Theoretical Frameworks .................................................................................................. 53
Critical Race Theory (CRT)................................................................................. 53
Strategic Diversity Leadership (SDL) ................................................................. 56
Best Practices and Strategic Approaches ......................................................................... 60
Graduate Recruitment Programs .......................................................................... 60
Minority Recruitment programs .......................................................................... 62
City College of San Francisco (CCSF) ..................................................... 62
San Diego and Imperial Counties Community College Association (SDICCCA) ........................................................................................... 63 Addressing the Underrepresentation of African American Leadership in the Community College vii
CHAPTER TWO (continued)
Schenectady County Community College (SCCC) ................................... 64
Chief Diversity Officers (CDOS) ........................................................................ 64
Literature Review Summary ............................................................................................ 69
CHAPTER THREE: CONCEPTUAL MODEL .......................................................................... 71
Elements of Conceptual Model ........................................................................................ 73
Underrepresentation of African American Leaders ............................................. 73
The Case for African American Leadership ........................................................ 73
Social Justice and Equity ..................................................................................... 74
African American Student Achievement ............................................................. 75
Opportunities for Leadership ............................................................................... 76
Limited Progress to Date ..................................................................................... 77
Barriers (Limited Access) .................................................................................... 77
Underrepresentation in Graduate Programs ......................................................... 78
Structural and Other Barriers ............................................................................... 80
Critical Race Theory (CRT)................................................................................. 81
Best Practices—Increasing the Access ............................................................................ 82
Graduate Recruitment Programs .......................................................................... 82
Minority Recruitment Programs .......................................................................... 83
Strategic Diversity Leadership (SDL) ................................................................. 84
Chief Diversity Officers ....................................................................................... 84
Increased African American Leadership ............................................................. 85
Summary .......................................................................................................................... 86
CHAPTER FOUR: METHODOLOGY ...................................................................................... 87
Introduction and Overview .............................................................................................. 87
Research Design............................................................................................................... 87
Key Words and Search Criteria ....................................................................................... 88
Research and Retrieval .................................................................................................... 91
Inclusion/Exclusion Criteria ............................................................................................ 91
Literature Evaluation ....................................................................................................... 92
Criteria for Subject-Matter Expert Review ......................................................................113
Credentials of Expert Reviewers .....................................................................................113
CHAPTER FIVE: FINDINGS AND ANALYSIS ......................................................................116
Introduction ......................................................................................................................116
Research Methodology Approach ....................................................................................116
Expert Reviewer Analysis................................................................................................117
Additional Expert Reviewer Questions and Comments ......................................120
Critical Analysis of Literature Obtained Through Systematic Review ...........................122
Summary of Findings .......................................................................................................133
Limitations .......................................................................................................................141
Conclusion .......................................................................................................................142
Addressing the Underrepresentation of African American Leadership in the Community College viii
CHAPTER SIX: CONCLUSION AND IMPLICATIONS FOR PRACTICE ............................144
Introduction ......................................................................................................................144
Implications for Practice ..................................................................................................144
Implementation Model .....................................................................................................152
Input: The Underrepresentation of African Americans in Community
College Leadership ....................................................................................153
Process: Practices, Policies, and Programs That Increase African
American Leadership ................................................................................153
Leadership support for diversity ................................................................154
Remove barriers for African American leaders and faculty ......................154
Develop sound hiring practices .................................................................155
Increase recruitment efforts to hire leaders and faculty of color ...............155
Offer leadership/professional development for faculty and leaders
of color ................................................................................................156
Establish a pipeline for African Americans ..............................................156
Output: Increased African American Leadership in the Community College .....156
Areas for Future Research ...............................................................................................157
Conclusion .......................................................................................................................157
REFERENCES ............................................................................................................................159
Addressing the Underrepresentation of African American Leadership in the Community College ix
LIST OF TABLES
Table
2.1 Framework for Understanding Underrepresentation in the Administrative
Workforce ........................................................................................................................ 44
4.1 Key Words ....................................................................................................................... 89
4.2 Search Terms .....................................................................................................................90
4.3 Literature Prior to the year 2000 ...................................................................................... 94
4.4 History of Leadership Underrepresentation ..................................................................... 95
4.5 Minority Leadership in the Community College ............................................................. 96
4.6 African American Leadership Perspective ...................................................................... 97
4.7 Barriers to Leadership ...................................................................................................... 99
4.8 Case for Increasing African American Leadership ..........................................................101
4.9 Critical Race Theory (CRT).............................................................................................103
4.10 Strategic Diversity Leadership (SDL) ........................................................................... 105
4.11 Best Practices and Strategy Approaches ..........................................................................107
4.12 Grey Literature ..............................................................................................................
Performance Management within the Federal Government: Examining the Role of Employee Engagement Within the Performance Appraisal Process
No full textManagers seek to improve performance management processes as a strategy to increase organizational effectiveness and sustain competitive advantage in the global marketplace. However, managers are uncertain that performance management offers value and produces specific desired performance outcomes. Additionally, pervasive employee hostility and rejection of the performance appraisal system within the organization further exacerbates the performance management process
CSR and CBO alliance building: A model for MBM/TRIZ in customer engagement with the formerly incarcerated
No full textTo develop a model that uses market-based management (MBM) and inventive problem solving (TRIZ) as mechanisms for CSR/CBO alliance building that will address gaps in the literature on the potential for CSR/CBO partnerships.CSR and CBO Alliance Building: A Model for MBM/TRIZ in Customer
Engagement with the Formerly Incarcerated
Research Problem
• Inclusion of the customer (i.e., the formerly incarcerated) of BoP
populations into program decision-making and design are key
attributes to discovering the greater dimensions of effective CSR/
CBO alliances.
• There is not enough reliable and verififiable research to connect CBO/
CSR alliances to CDD needs in BoP populations.
• Very little evidence exists to support the use of MBM and TRIZ in
advancing the goals of CDD projects; thus, systematic study is needed
to build strong case statements for CSR/CBO alliances to advance
CDD work built around shared SDG core values.
• Sporadic evidence exists to support CSR and CBOs working
together to innovate, grow, and reinvest in re-labeling and redirecting
formerly incarcerated individuals to become productive citizens.
(Nellis & Hooks Wayman, 2009).
• Identify the intersection of MBM, TRIZ, and SDGs to design CSR
social impact investments attractive to corporations and CBOs (UN,
2017).
Preliminary Results
• Corporate decisions leading to social impact investments are sometimes
a haphazard process (Ramasamy, Yeung, & Au, 2010).
• Not enough research to demonstrate the effectiveness of community-based
organizations (CBO) best practices used to transform and
empower workforce development for customers (Western, Weiman, &
Kling, 2001), i.e. the formerly incarcerated.
• CBOs lack the capital to produce and sustain long-term community
driven development (CDD) to provide the knowledge, skills, and abilities
necessary for the formerly incarcerated to be competitive in today’s
employment marketplace (Holzer, 2007).
• Corporate social responsibility (CSR) programs miss an opportunity to
seed, develop, and grow sustainable clusters of employed formerly
incarcerated individuals to fulfifill sustainable development goals (SDGs) by
building alliances with CBOs (Denyer, Tranfifield, & van Aken, 2008; Pawson
et al., 2004; Miles, Hibernian, & Saldana, 2014).
Implications for Practitioners
The Graduate School
University of Maryland University College, Adelphi, MD
Methodology
It is proposed that a model utilizing MBM/TRIZ as mechanisms will bring
CSR goals in better alignment with CBO enterprises to engage in CDD
initiatives to employ the formerly incarcerated in their community
• Stakeholder theory, specififically customer engagement theory: where
creating shared value can be seen as a continuum of thought interpreted
as a movement from asymmetry to symmetry in CSR stakeholder
engagement supportive of CSR/CBO alliance building.
• Eco-alliance theory: to assess the particular CSR/CBO alliances that can
be built around SDG core values in economically and socially challenged
communities such as BoP populations.
Purpose of the Research
Theoretical Framework
• Realist synthesis of the evidence facilitated identifification of relationships
and linkages that impact outcomes of CSR/CBO alliances in community
driven development of employment of the formerly incarcerated using
MBM and TRIZ.
• Systematic reviews and meta-analyses (PRISMA) provided guidance for
a complex study of multi-disciplines (Gough et al, 2012).
• The TAPUPAS framework established weight of evidence (Harden &
Gough, 2012). Use of propositions established a TAPUPAS-like matrix
to measure included studies’ degree of rigor (Pawson, Greenhaugh,
Harvey, & Walshe, 2004).
• Conducted a critical appraisal (Gough & Thomas, 2012) of articles with
signifificant impact on the research value and relevance (Barends, ten
Have, & Huisman, 2012; Gough & Thomas, 2012).
Seeking Input
• Use of SDGs could identify value-added knowledge to address
community-based problems using CBO and CSR alliances that are
transformed and empowered by MBM and TRIZ.
• Generate problem solutions using multiple-disciplines and differentiated
approaches (MBM, TRIZ, and SDGs) that could settle CSR/CBOs
contradictions and develop a competitive advantage that will (a) grow
CDD in BoP markets and (b) identify and fulfifill needs of customers (i.e.,
the formerly incarcerated) (Smith, 2005).
• Portfolio management analysis (Smith, 2005; Piening, Salge, and Schafer,
2016) to aggregate multi-discipline outcomes using SDGs could inform
productive CBO and CSR alliances for CDD.
• Cross-cultural engagement is key to knowing and understanding the core
values of CBO and CSR alliances for optimal SDGs outcomes (Schein,
2004; United Nations Development Program, 2017).
• What worked?
• What didn’t work?
• Recommendations for future research and theory development?
The Research Questions
• Explore the feasibility, suitability, applicability, and possibility of engaging
CSRs and CBOs in community driven development (CDD) activities
such as using employment to support the formerly incarcerated re-entering
society.
• Identify a management model – with SDGs as a set of core values – to
guide how CSR programs and CBOs can form alliances to provide
employment for the formerly incarcerated.
• RQ1: To what degree do CSR and CBO collaborations engage in
sustainable community driven employment programs for the formerly
incarcerated?
• RQ2: To what degree do CSR and CBO collaborations use MBM and
TRIZ in sustainable community driven employment programs for the
formerly incarcerated?
To develop a model that uses market-based management (MBM) and
inventive problem solving (TRIZ) (Gautier & Pache, 2015; Koch, 2015; Peloza
& Shang, 2010; Vasquez-Carrasco & Lopez-Perez, 2013) as mechanisms for
CSR/CBO alliance building that will address gaps in the literature on the
potential for CSR/CBO partnerships.
Signifificance
CSR/CBO
Alliances for
employment of
the formerly
incarcerated
Use MBM and TRIZ
as mechanisms for
CBO/CSR alliance
building
Use SDGs as core
values for CBO/
CSR alliances
serving the formerly
incarcerated
Use creating shared
value to link CSR
investments to BoP
communities
Customer Engagement Theory
Eco-Alliance Theory
Conceptual Framework
Dissertation Committee Members
Dr. Kriesta Watson
Dr. Richard Milte