University of Maryland University College: UMUC Digital Repository

2017 - 2018 UMUC Asia Undergraduate - Catalog

Author
Publication venue: University of Maryland University College (UMUC)
Publication date: 2017
Field of study

Asi

Fake News/News Literacy

Author: Moua Christine and Miller, Stephen D.
Publication venue: University of Maryland University College (UMUC)
Publication date: 2017
Field of study

A presentation on how to become media literate.FAKE NEWS/NEWS LITERACY CHRISTINE MOUA – LIBRARY ASSOCIATE STEPHEN D. MILLER – ASSOCIATE VICE PROVOST, UMUC LIBRARY MARCH 1, 2017WHAT IS FAKE NEWS Fake News Clickbait Why is this a library related issue? Silverman, C. (2016). Coverly, D. (2014). Filter the feed. (2016).LET’S MAKE FAKE NEWS! Jacks Films, Fake News, (2017). RECENT “FAKE NEWS” ALLEGATIONS Getty Images. (2017). EROSION OF TRUST Pew Research Center • 1958 – when first asked question about trust between civilians and Govt – 73% • Dropped tremendously, American’s trust in government – 19% Pew Research Center, 2015, Trust in GovernmentTRUST IN MASS MEDIA DECLINING (Swift, A., 2016, September 14)Edelman (2017) - http://www.edelman.com/trust2017/WHAT IS NEWS LITERACY? International Federation of Library Association. (2017). How to spot fake news [infographic]. PURPOSE OF NEWS: Alert us Connect us Divert us Salvator, R. & Kattalia, K. (2015) TRADITIONAL NEWS SOURCES Main Stream news sources Social Media News Entertainment news (Votero, V. (2017). News Quality Chart. NEWS/FILTER BUBBLES How do you make sure reports/news is fair? • Fair play • Fair language • Fair presentation (Digital Resource Center, 2015, News Literacy Basics) EVALUATE SOURCES/ TIPS How to evaluate sources • VIA – Verify, Independence, Accountability (Digital Resource Center, 2015, News Literacy Basics) • IMVA/IN – Independent, Multiple sources, Verify, Authoritative/Informed, Named Sources (Digital Resource Center, 2015, News Literacy Basics) • C.R.A.A.P. – Currency, relevance, authority, accuracy, purpose (Wichowski & Laura, 2013) American Library Association, (2015 HELPFUL RESOURCES: UMUC Library – Fake news guide (http://sites.umuc.edu/library/libhow/credibility.cfm#fakenews) Pratt Library (http://www.prattlibrary.org/research/tools/index.aspx?cat=19941&id=85681) NY Magazine - Helpful list of fake and misleading sites (http://nymag.com/selectall/2016/11/fake-facebook-news-sites-to-avoid.html) • False, misleading, clickbait, or satirical news sites (https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview) Snopes (www.snopes.com) Politifact (http://www.politifact.com/) Fact Check (http://www.factcheck.org/) Society of Professional Journalists (http://www.spj.org/ethicscode.asp) Contact a librarian! We are always here to help! [email protected] IMAGE CREDITS/CITATIONS: American Library Association, (2015). Libraries Transform Toolkit. Retrieved from http://ilovelibraries.org/librariestransform/toolkit Coverly, D. (2014). Clickbait [cartoon]. Retrieved from http://www.speedbump.com/index.html Department of State. (2017). U.S. Diplomacy and Yellow Journalism, 1895 -1898. Retrieved from https://history.state.gov/milestones/1866-1898/yellow-journalism.) Edelman (2017). 2017 Edelman trust barometer. http://www.edelman.com/trust2017/ Filter the feed. (2016). Hillary Clinton adopts alien baby [image]. Retrieved from https://filterthefeed.files.wordpress.com/2016/12/hvb.jpg Getty Images. (2017). Trump VS. the media [image]. Retrieved from http://i2.cdn.turner.com/money/dam/assets/151207141010-donald-trump-vs-the-media-00000614-1280x720.jpg Google. (2017). [whisper image]. Retrieved from https://www.google.com/images Google. (2017). [Social media images]. Retrieved from https://www.google.com/images International Federation of Library Associations. (2017). How to spot fake news [infographic]. Retrieved from http://www.ifla.org/publications/node/11174 Jack’s Films. (2017, February). Fake news: let’s fool the world! (YIAY #314) [Youtube video]. Retrieved from https://www.youtube.com/watch?v=2PcwpLRF-Go People magazine. (2017). [February 2017 cover]. Retrieved from http://www.people.com Pew Research Center (2015, November 23). Trust in government: 1958-2015. Retrieved from http://www.people-press.org/2015/11/23/1-trust-in-government-1958-2015/ Salvator, R. & Kattalia, K. (2015). Hurricane Sandy four years later: Remembering the historic storm and the aftermath [American flag]. Retrieved from http://www.nydailynews.com/news/hurricane-sandy-strikes-east-coast-gallery-1.1194577?pmSlide=1.1991236 Silverman, C. (2016). Here are 50 of the biggest fake news hits on Facebook in 2016 [top 5 list]. Retrieved from http://www.buzzfeed.com Stony Brook Center for News Literacy. (2014). News Literacy Basics. Retrieved from http://www. http://drc.centerfornewsliteracy.org/content/news-literacy-basics Swift, A. (2016, September 14). Americans’ trust in mass media sinks to new low. Retrieved from Gallup, http://www.gallup.com/poll/195542/americans-trust-mass-media-sinks-new-low.aspx Votero, V. (2017). News Quality Chart. Retrieved from http://www.allgeneralizationsarefalse.com/?p=53 Wichowski, D.E. & Laura, E.K. (2013). Establishing Credibility in the information jungle: blogs, microblogs, and the CRAAP test. Library Staff Journal Articles, 229-251. http://dx.doi.org/10.4018/978-1-4666-2663-8.ch01

Design thinking: Exploring the effect of appropriability and capabilities on innovation performance in knowledge-intensive business services

Author: Williams Gregory
Publication venue: University of Maryland University College (UMUC)
Publication date: 03/11/2017
Field of study

This presentation explores how the level of appropriability and capabilities affect design thinking implementation and performance as well as how those interventions impact knowledge-intensive business services.Design Thinking: Exploring the Effect of Appropriability and Capabilities on Innovation Performance in Knowledge-Intensive Business Services Design Thinking phase stages projects innovate prototype challenge team method early innovate challenge projects learn stages Interest phase projects innovate early challenge Research Question RQ1: How does the level of appropriability and capabilities affect design thinking implementation and performance? RQ2: What effect do these interventions have on knowledge-intensive business services? Gregory Williams, MBA, Doctor of Management Candidate| Dissertation Committee: Dr. Kriesta Watson and Dr. Richard Milter Keywords: appropriability regime, innovation capabilities, design thinking, firm performance, knowledge-intensive business services Problem Statement The design thinking has gained increasing interest, there is a lack of understanding of how design thinking is applied in practice. Integrating design thinking into a firm’s operations is not straightforward, with numerous barriers that can emerge to impede implementation. Thus, before embarking on such implementation, it is vital for management in KIBS to understand the potential implications of design thinking and how it can support innovation performance in organizations in the short and long term. Findings • Firms which measure and dynamically utilize different appropriability strategies attain improved performance than organizations that do not. • Organizations seeking to implement design thinking need leadership and resource support to adopt a dynamic appropriability strategy, build capabilities, and legitimize the viability of design thinking. • Collaboration with clients and strategic partners goes hand-in-hand with the importance of a formal appropriability mechanism (Miozzo, Desyllas, Lee, & Miles, 2016). • KIBS capabilities contribute to the development of individual competencies for the implementation of design thinking processes. • KIBS design team resource legitimacy is essential for the cognitive shift necessary to support design thinking and innovation performance. Recommendation for Future Research • Explore the challenges of design thinking and traditional innovation operations to build an understanding of the capabilities necessary for any given context. • Expand this study to explore what the minimum appropriability strategy and capabilities KIBS should strive to achieve for design thinking processes to support innovation. PRISMA Methodology • Evidence-based Research (EBR) Approach • Systematic Review • Search Sources: UMUC OneSearch, Snowballing, Data-mining, and Grey Literature • Inclusion/Exclusion Criteria: Articles limited to English-only, peer-reviewed, and published between 1986 and 2017 • Quality Assessment: TAPUPAS Framework • CAQDAS: NVivo for Mac , Version 11 (coding) • Thematic Synthesis: EBR method to analyze, integrate and configure qualitative research. Theoretical Framework Dynamic Capabilities Theory: Eisenhardt & Martin (2000) Knowledge-based Theory of the Firm: Grant (1996) & Sveiby (2001) Purpose of the Study The purpose of this dissertation is to explore the effect of appropriability and capabilities on design thinking implementation in knowledge-intensive business services (KIBS) firm. In addition, the study seeks to understand the impact on innovation performance in KIBS. Conceptual Framework Key Literature Literature sources include analytical, case studies, and empirical research from seminal and contemporary scholars on managing appropriability, appropriability mechanisms, innovation capabilities, design thinking, and firm performance. Propositions • P1 - KIBS appropriability strategy can both facilitate or inhibit the collaboration necessary to implement design thinking processes for innovation. • P2A - The formation of design thinking capabilities to build individual competencies among resources collectively hinges on continuous learning cycles through collaboration. • P2B - Design legitimacy and competencies can both influence and inhibit innovation performance during design thinking implementation stages

A thematic analysis: Retention among the millennial cohort in public sector organizations

Author: Butler Robin D.
Publication venue: University of Maryland University College (UMUC)
Publication date: 03/11/2017
Field of study

The purpose of this study was to examine Millennial generation retention in the United States public sector organization (PSO). The Millennial generation workplace attributes and public sector historical origin do exhibit a certain connection. There are, however, traditional PSO characteristics that negatively impact the generation's work contributions that are used to shape and sustain their role in the workplace.A Thematic Analysis: Retention Among the Millennial Cohort in Public Sector Organizations Robin D. Butler, Doctorate of Management (DM) Candidate | Dissertation Committee: Dr. James Gelatt and Dr. Kriesta Watson | University of Maryland University College (UMUC), The Graduate School Purpose of the Study The purpose of this study was to examine Millennial generation retention in the United States public sector organization (PSO). The Millennial generation workplace attributes and public sector historical origin do exhibit a certain connection. There are, however, traditional PSO characteristics that negatively impact the generation's work contributions that are used to shape and sustain their role in the workplace. Methodology Conceptual Framework Preliminary Findings Recommendations for Future Research (In Progress) • Examine the connection of the Millennials who have yet to enter the workforce and existing counterparts who are established in the PSO • Apply the Generational Cohort Theory to specific generations • More research needs to be done regarding the degree in which a PSO adjusts their attributes to accommodate contemporary generations Research Question What are factors that improve retention of the Millennial generation in public sector organizations? Appendix J PRISMA 2009 Flow Diagram RQ: What are factors that improve retention of the Millennial cohort generation in public sector organizations? Records identified through database searching (UMUC OneSearch) (n = 1,843) Included Eligibility Screening Identification Additional records identified through other sources (ABI/INFORM) (n =338) Records after duplicates removed (n = 59) Records screened for OneSearch (n = 530) Records excluded (n = 193) Initial Exclusion Criteria: No Articles Before Year 1999; Databases not pertaining to RQ; Non- Scholarly Peer-Reviewed Articles Full-text articles assessed for eligibility (n =590) via Abstract Review Full-text articles excluded, with reasons (n = 531) Articles had limited relevancy of government related public sector work. Therefore, the compilation includes only types of government work within the sector; and Quality Appraisal process using TAPUPAS Studies included in Thematic Analysis Synthesis (n = 42) Records screened for ABI/INFORM (n = 338) Records excluded (n = 85) No Articles Before Year 1999; Non-Scholarly Peer- Reviewed Articles, Blogs, Books, Conference Papers, Dissertations, Thesis, Magazines, Newspapers, Reports, Other, Trade Journals, Wire Feeds, Working Papers; Articles outside of the United States and Puerto Rico From [or Adapted from PRISMA Flow Diagram Generator] “The PRISMA Generator,” by A. N. Author and C. O. Author, year (http://prisma.thetacollaborative.ca/). Copyright [2015] by PRISMA. Reprinted [or Adapted] with permission. Problem Snapshot: Note. Adapted from Bureaucracy in Modern Society, p. 38, by P. M. Blau, 1956, Michigan: Random House Press Theoretical Frameworks The Millennial generation seek a level of autonomy in the PSO Changes in physical space, and technology use may signal acceptance of Millennial generation attributes The transformation of PSM mentorship and communication strategies are key contributors to Millennial generation retention in the PSO Quality Appraisal- TAPUPAS Qualitative Coding Software: Nvivo Version 11 Quality Appraisal & Preliminary Analysis Sixty percent of the Millennial generation will leave their organization in less than 3 years, which costs employers

15,000 to

25,000 for each hired employee (Schawbel, 2013). Forty percent of Millennials leave PSOs because they perceive that there is a lack of opportunities in the public sector (Schawbel, 2013). There will be nearly 40% of the public sector workforce projected to retire by 2016, therefore the government’s ability to recruit and retain qualified employees is important (Brown et al., 2016) Problem at a Glance Themes (Retention) Adapted from Weber’s Bureaucracy in Modern Society (1956) Analysis of Themes Resonating the Millennial generations’ Retention Factors Synthesized Literature Clarity of Roles Don’t respond well to lecture; Require tailored information 14 Cases and Peer-Reviewed Articles Hierarchy Self-reliant; Open about emotions and intelligence; Lack professional boundaries 16 Peer-Reviewed Articles PSO Environment Commitment to civic duty and public interest; Compassion; Socially-minded, Respect diversity 32 Peer-Reviewed Articles Transparency Seek praise and approval; Results-oriented; Need constant feedback; Desire immediacy; Extracurricular-focused; Work-life balance 18 Cases and Peer-Reviewed Articles Technology Require technology, Benefit from technology, Desire constant stimulation, Active learners 36 Cases and Peer-Reviewed Article

A systematic review of employee voice behavior and its effect on managerial controlled outcomes

Author: Mauro Thomas R.
Publication venue: University of Maryland University College
Publication date: 01/01/2017
Field of study

Organizations of today understand the power of employee input and the benefits that can be reaped from the untapped operational and strategic knowledge already residing in the organization. Tapping into this resource within the organization has become a critical element of delivering sustainable engagement and innovation. Nonetheless, many organizations continue to struggle in finding meaningful ways to develop a culture that encourages and sustains employees to communicate ideas and suggestions. Managerial behaviors often provide employees with obvious or subtle cues that their upward voice behaviors may be risky and sometimes futile. These perceptions often manifest into norms and general beliefs that can pose as an influence on judgments surrounding future voice behavior. Thus, employee decisions to speak up or remain silent concerning important information are often influenced by past managerial behaviors. The purpose of this dissertation sought to determine whether certain types of perceived employee voice behaviors lead to specific managerial attributions concerning the employee’s performance, and in turn, whether these managerial reactions have an influence on employee decisions to speak up or remain silent. To further investigate and provide increased clarity around this phenomenon, a systematic review of the evidence was performed. The purpose of using a systematic review is to provide the reader with a comprehensive and exhaustive review of existing research evidence relevant to the research question. The method of synthesis used in this systematic review employed a meta-ethnographic approach. The purpose of using the meta-ethnographic approach was to ensure that the qualitative interpretations drawn and eventually developed into third-order constructs were grounded in the findings of the original studies. The evidence and interpretive findings of this dissertation have demonstrated a range of findings from both a managerial and employee perspective. One of the more prominent findings of this dissertation supports the notion that managers often do attribute employee voice behavior as an element during the evaluation of an employee’s performance. The evidence synthesized for this dissertation suggests that managers do attribute employee voice behaviors that challenge or support the status quo as a relative measure (positive vs. negative) influencing the evaluation of an employee performance. However, there are mediating factors that contribute to these performance attributions. The evidence suggests that employee perceptions of managerial behaviors in response to their voice behaviors often contrast those of management. These contrasting perceptions lead to inaccuracies concerning the intent of the message by the manager and judgments concerning the risk and futility of speaking up by employees. The findings and practical implications as presented here emphasize that the organization may encourage input from below, but voice will remain silent without a conscious effort by management to diminish the perceived risk and futility of upward voice behavior.A Systematic Review of Employee Voice Behavior 1 A Systematic Review of Employee Voice Behavior and its Effect on Managerial Controlled Outcomes By Thomas R. Mauro 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 Advisory Committee: Leslie Dinauer Ph.D. James Gelatt Ph.D. December 2016 A Systematic Review of Employee Voice Behavior ii Abstract Organizations of today understand the power of employee input and the benefits that can be reaped from the untapped operational and strategic knowledge already residing in the organization. Tapping into this resource within the organization has become a critical element of delivering sustainable engagement and innovation. Nonetheless, many organizations continue to struggle in finding meaningful ways to develop a culture that encourages and sustains employees to communicate ideas and suggestions. Managerial behaviors often provide employees with obvious or subtle cues that their upward voice behaviors may be risky and sometimes futile. These perceptions often manifest into norms and general beliefs that can pose as an influence on judgments surrounding future voice behavior. Thus, employee decisions to speak up or remain silent concerning important information are often influenced by past managerial behaviors. The purpose of this dissertation sought to determine whether certain types of perceived employee and in turn, whether these managerial reactions have an influence on employee decisions to speak up or remain silent. To further investigate and provide increased clarity around this phenomenon, a systematic review of the evidence was performed. The purpose of using a systematic review is to provide the reader with a comprehensive and exhaustive review of existing research evidence relevant to the research question. The method of synthesis used in this systematic review employed a meta-ethnographic approach. The purpose of using the meta-ethnographic approach ensured that the qualitative interpretations drawn and eventually developed into third-order constructs were grounded in the original studies. The evidence and interpretive findings of this dissertation have demonstrated a range of findings from both a managerial and employee perspective. One of the more prominent A Systematic Review of Employee Voice Behavior iii findings of this dissertation supports the notion that managers often do attribute employee voice behavior as an element during the evaluati synthesized for this dissertation suggests that managers do attribute employee voice behaviors that challenge or support the status quo as a relative measure (positive vs. negative) influencing the evaluation of an employee performance. However, there are mediating factors that contribute to these performance attributions. The evidence suggests that employee perceptions of managerial behaviors in response to their voice behaviors often contrast those of management. These contrasting perceptions lead to inaccuracies concerning the intent of the message by the manager and judgments concerning the risk and futility of speaking up by employees. The findings and practical implications as presented here emphasize that the organization may encourage input from below, but voice will remain silent without a conscious effort by management to diminish the perceived risk and futility of upward voice behavior. A Systematic Review of Employee Voice Behavior iv Dedication and Acknowledgements I dedicate this dissertation to my dad, who I wish could be here to enjoy this experience with me, my mom, who continues to be my biggest supporter throughout every journey in my life and above all, my family who throughout this journey has provided persistent support, patience, and love. It is you that has guided me this far and molded me into the person I am today. I love you all with all my heart. There have been numerous individuals during my doctorial journey that I would like to thank and acknowledge here. These individuals have supported, guided, helped and inspired me to pursue and now complete this dissertation, and earn my doctoral degree. First, and foremost, I would like to thank my wife Teresa for her continuous support, patience, and understanding. I do not believe I would have been able to complete this journey without her enduring persistence to keep me motivated, on track, and her ability (without apprehension) to read the same thesis over 25 times. I would also like to praise my son Thomas and daughter Alianna whom have always remained supportive by allowing quie times so that I could devote more uninterrupted time to my research. To my academic advisors, Dr. Leslie Dinauer and Dr. James Gelatt, I thank you for your continued guidance, unwavering patience and support. The level of guidance that you both provided was always direct and unvarnished. Leslie, as my primary advisor, I thank you for the level of time you always afforded me, whether scheduled or on demand, you were always there to talk through though the finer points and help me see the forest for the trees. Lastly, I would like to share my upmost appreciation and acknowledge my classmates and the faculty and the staff at the University of Maryland University College for their support and inspiration throughout these challenging years. A big shout out to Marina Caminis, thank A Systematic Review of Employee Voice Behavior v you for being there, listening, encouraging me, and helping me move in a different direction when I was about to throw in the towel. In closing, I would like to acknowledge and give thanks to all the professors and staff who has encouraged, inspired, and supported me throughout the doctorate of management program: Ms. Cynthia Thomas, Dr. Tom Mierzwa, Dr. Dennis Winters, Dr. Deborah Wharff, Dr. Diana Watts, Dr. Pearl Steinbuch, Dr. John Sherlock, Dr. Laura Witz, Dr.Wanda Wagner and Dr. Subash Bijlani. A Systematic Review of Employee Voice Behavior vi Table of Contents Abstract .................................................................................................................................................ii Dedication and Acknowledgements......................................................................................................iv Table of Contents..................................................................................................................................vi List of Tables......................................................................................................................................viii List of Figures.......................................................................................................................................ix Chapter 1: Introduction ..........................................................................................................................1 Problem Statement ....................................................................................................................4 Purpose of Study .......................................................................................................................6 Research Question......................................................................................................................7 Scope and Limitations................................................................................................................7 Definition of Key Terms............................................................................................................9 Dissertation Organization ........................................................................................................10 Chapter 2: Literature Review................................................................................................................12 The Origins of Employee Voice..............................................................................................12 Defining Employee Voice and Silence ...................................................................................14 Contextual Factors and Perceived Safety of Voice Behavior..................................................16 The Framework of Employee Voice........................................................................................17 Psychological Safety................................................................................................................21 Conceptual Framework............................................................................................................23 ......................................................................27 Approach to the Systematic Review - Meta-Ethnography.......................................................28 Stage 1: Getting Started...............................................................................................30 Stage 2: Deciding what is Relevant.............................................................................31 A Systematic Review of Employee Voice Behavior vii Scope and Search Strategy............................................................................32 Screening, Identification and Inclusion.........................................................34 Stage 3: Reading the Studies.......................................................................................44 Coding Process..............................................................................................45 Stage 4: Determining how the Studies are Related.....................................................48 Stage 5. Translating the Studies into one Another......................................................51 Stage 6: Synthesizing Translations..............................................................................53 Analytical Themes........................................................................................54 Expert Stakeholder Panel.........................................................................................................60 Chapter 3 Summary..................................................................................................................63 Chapter 4: Synthesis Results................................................................................................................64 Phase 2 Synthesis.....................................................................................................................65 Managerial Attributions of Employee Voice Behavior...............................................65 The Implications Associated with Voice Behavior.....................................................67 Phase 3 Synthesis.....................................................................................................................68 The Voice Climate.......................................................................................................69 Managerial Behaviors in Response to Voice...............................................................72 Chapter 4 Summary..................................................................................................................74 Chapter 5: Practical Implications..........................................................................................................78 References............................................................................................................................................85 Appendix A: UMUC Library OneSearch Results by Content Provider...........................................96 Appendix B: Methodological Assessment Results...............................................................................97 Appendix C: Expert Stakeholder Background and Input...................................................................120 A Systematic Review of Employee Voice Behavior viii List of Tables Table 1: The Seven Review Stages of a Meta-E Table 2: Assessment of Methodological Quality Based on Research Type Table 3: Process Example Involving the Assessment of Methodological Quality. Table 4: Initial Code Structure and Def.. Table 5: Category and Descriptive Theme Structure.. Table 6: Analysis and Development of Descriptive Theme Table 7: Analytical Theme to Individual Reference Matrix. A Systematic Review of Employee Voice Behavior ix List of Figures Figure 1: Conceptual Framework Illustrating Managerial Reactions of Voice B.......24 Figure 2: Flow of Information Through the Different Phases of a Systematic Review.... Figure 3: Illustration Highlighting Phase 2 of the Conceptual F......55 Figure 4: Illustration Highlighting Phase 3 of the Conceptual F.. A Systematic Review of Employee Voice Behavior 1 A Systematic Review of Employee Voice Behavior and its Effect on Managerial Controlled Outcomes The popular slogan of the Department of HomelaIf you see something, says something. portrayed in public service announcements to elicit, engage and partner with the public in keeping a watchful eye out for suspicious activity. Similarly, corporations can no longer rely on top management instinct and foresight as the basis of their competitive edge, whereas organizational leadership is becoming aware of the many benefits of eliciting and receiving improvement-oriented input from employees at all levels. Accordingly, corporations spend a substantial amount of time, money, and energy on interventions to encourage employees to speak up with important information relevant to organizational success. However, as this dissertation will show, many organizations do not recognize or use practical methods for diagnosing the underlying factors that facilitate upward communication and consequently employees remain reluctant in speaking up (Detert & Burris, 2007; Tangirala & Ramanujam, 2008b). The concept of employee voice spans back (1970) seminal book Exit, Voice, and Loyalty. Hirschman's original notion was that organizational members have primarily two forms of active response when they perceive a and the other involves speaking up in a manner which enables the employee to voice their concerns ualization, the concept of employee voice has evolved into a form of extra-role behavior that seeks to constructively challenge and change the status quo (Van Dyne, Ang, & Botero, 2003). This conceptual evolution, which will be discussed in detail within Chapter 2, has broadened the theoretical A Systematic Review of Employee Voice Behavior 2 nature of employee voice to focus on the content of the voice message and how it can vary from ideas concerning work process improvement (Liang, Farh, & Farh, 2012) to information about potentially serious problems (Morrison, 2011). The idea is that when afforded the opportunity, employees will channel their constructive ideas upward with the intent of improving their work environment. To effectively adapt to dynamic business conditions, managers and organizational leaders need information from the trenches to address important issues before they escalate and possibly spiral out of control. Organizational employees operating on the front lines are normally the most knowledgeable about routine work processes and practices they engage in. Since these employees are the central resource that is performing and managing their operational activities, organizational leadership often considers theses employees as the subject matter experts within their organizational roles (Kitzmiller, McDaniel, Johnson, Lind, & Anderson, 2013). Following the same reasoning, these same employees will have the fundamental knowledge and experience needed to improve work practice and processes within their business. When elicited, acknowledged, and considered by upper management, this knowledge can be used to fundamentally improve the efficiency of organizational work processes (Morrison, 2014). Employees often see opportunities for process improvement during their daily work activities, but unfortunately, many of these employees remain hesitant to share their ideas upward and wrestle with the idea of speaking up (Milliken, Morrison, & Hewlin, 2003).Whether based on actual experience or perceived managerial reactions, employees regularly contemplate the risky and sometimes futile nature of speaking up (Detert, 2003). Because employees often relate to their managers as the power holders, with the influence over valued outcomes such as pay, rewards, and performance evaluations, their decisions to speak up and challenge the status A Systematic Review of Employee Voice Behavior 3 quo may be a reflection of the perceived risk associated with these valued outcomes (Morrison, 2011).When employees perceive speaking up to possibly have negative career implications, they will more likely opt to remain silent and withhold information (Morrison, 2011, 2014). Under such conditions, the employee may be attempting to evaluate the safety and associated risks with speaking up. Theoretically, psychological safety (Edmondson, 1999) explains how employees evaluate the perceived safety and consequences associated with risk taking in their work environment. According to Edmondson, psychological safety describes the perception of how people are comfortable being themselves and hout fear of negative consequences to self- (Kahn, 1990, p. 708). Managerial behaviors are seen as having an influence on the level of psychological safety employees feel (Nembhard & Edmondson, 2006) and a significant affect influencing upward voice (Ashford, Rothbard, Piderit, & Dutton, 1998; Edmondson, 1999). When employees perceive leadership to be open and input is recognized and included in the decision-making process, the level psychological safety is likely to increase and therefore raise the comfort level for employees to speak up and express their ideas upward (Nembhard & Edmondson, 2006). From a workgroup perspective, psychological safety refers to shared beliefs among the workgroup members of whether it is safe to engage in behaviors that may have interpersonal risk (Edmondson, 1999). Employee perceptions surrounding the risks and possible implications associated with voice have been shown to be imbedded within the sub-culture of organizational workgroups (Morrison, 2011; 2014). Workgroup norms, shared beliefs, or actual observations of managerial behaviors often lead workgroup members to suppose the level of psychological safety and possible consequences surrounding their voice behaviors (Botero & Van Dyne, 2009). A Systematic Review of Employee Voice Behavior 4 Consequently, individual decisions to remain silent often prevail when the shared beliefs of the workgroup su

An examination of the role and strategies of mindfulness in effectuating change and organizational transformation

Author: Aviles Peter
Publication venue: University of Maryland University College
Publication date: 01/01/2017
Field of study

Heightened awareness by individuals and organizations, and cognition of the environments in which they operate, are important to meet the challenges put forth as a result of global complexity and uncertainty; especially as it pertains to change and organizational transformation (Fries, 2009). The question therefore is how is this heightened awareness to be achieved? In many instances, the behavior exhibited in response to today’s business climate is one of mindlessness characterized as indifference where individuals and organizations operate on automatic pilot or fall into patterns, routines or merely follow scripts where there is a lack of discernment as to the context or environment within which they are operating. This lack of awareness is problematic as it may adversely impact an organizations’ ability to judiciously meet the challenges presented by change or may impede the ability of the organization to transform in its attempt to meet these challenges. This lack of a timely response may negatively affect the organization’s viability. Therefore, this author hypothesizes that organizations may benefit from the invocation of mindfulness. This study attempts to examine the varied perspectives of the mindfulness construct and expand the current literature and discourse from the present meditative/socio-psychological perspectives to the social sciences, particularly the managerial discipline as a way for organizations to more efficiently meet the challenges of change whether intended or mandated and transform themselves.Running head: Dissertation Paper - An examination of the role and strategies of mindfulness in effectuating change and organizational transformation Submitted by Peter Aviles Dissertation Paper - An examination of the role and strategies of mindfulness in effectuating change and organizational transformation Submitted to meet the requirements of DMGT892 in partial fulfillment of the requirements for the Degree of Doctor of Management Professors: G. David Andersen, Ed.D and Eric B. Dent, Ph.D University of Maryland University College 1 Abstract Heightened awareness by individuals and organizations, and cognition of the environments in which they operate, are important to meet the challenges put forth as a result of global complexity and uncertainty; especially as it pertains to change and organizational transformation (Fries, 2009). The question therefore is how is this heightened awareness to be achieved? In many instances, the behavior exhibited in response to today’s business climate is one of mindlessness characterized as indifference where individuals and organizations operate on automatic pilot or fall into patterns, routines or merely follow scripts where there is a lack of discernment as to the context or environment within which they are operating. This lack of awareness is problematic as it may adversely impact an organizations’ ability to judiciously meet the challenges presented by change or may impede the ability of the organization to transform in its attempt to meet these challenges. This lack of a timely response may negatively affect the organization’s viability. Therefore, this author hypothesizes that organizations may benefit from the invocation of mindfulness. This study attempts to examine the varied perspectives of the mindfulness construct and expand the current literature and discourse from the present meditative/socio-psychological perspectives to the social sciences, particularly the managerial discipline as a way for organizations to more efficiently meet the challenges of change whether intended or mandated and transform themselves. Keywords: collective mindfulness, constructive accountability, change, high reliability organizations, mindful scanning, mindfulness, mindlessness, premature cognitive commitment, reperceiving, scientific mindfulness, sensemaking, transformation. 2 Dedication This is dedicated to my deceased mother Eva Carmen Molina-Aviles, an educator whose love, drive and passion instilled in me the dream that prompted this academic pursuit. 3 Acknowledgements This endeavor is not possible without the understanding, patience and support of my wife Diane who lived this journey with me. I am grateful to all of my family and friends for their encouragement and thoughtfulness during this challenging experience. The completion of this journey is not possible with the support of my faculty advisors but in particular, special thanks to Dr. Eric B. Dent, the primary advisor who was a calming influence and a constant source of inspiration. His faith, belief and insights were instrumental to the completion of this dissertation. Thanks to Dr. G. David Andersen whose guidance brought to the dissertation order and organization. I extend my gratitude to the UMUC family of faculty and staff who were a positive and constant resource throughout this process. Special thanks to my subject matter experts and reviewers Dr. Ellen J. Langer, Dr. John Clinton, Dr. Derrick G. McCall, Dr. Jordan J. Kaplan, Suzanne Glazer, Dan Scheibe and Dr. Darren Good whose insights and cogent comments significantly contributed to this dissertation project. Finally, I am grateful to my cohort family and colleagues Patrick, Tim, Carmen, Robert, Claude, Tae, Thomas and my very good friend Paul. Their constant support, feedback and fellowship in conference and residency contributed to the completion of this academic journey. 4 Table of Contents Title page ...................................................................................................................................... i Abstract ......................................................................................................................................... 1 Dedication ..................................................................................................................................... 2 Acknowledgments......................................................................................................................... 3 Table of Contents ........................................................................................................................... 4 List of Tables ................................................................................................................................ 8 List of Figures ............................................................................................................................... 9 Chapter One ................................................................................................................................ 10 a. Introduction ...................................................................................................................... 11 b. Purpose of Study .............................................................................................................. 11 c. Problem Statement ........................................................................................................... 13 d. Research Questions .......................................................................................................... 14 e. Origins of the construct of mindfulness ........................................................................... 15 f. Definitions....................................................................................................................... 16 g. Hypotheses ....................................................................................................................... 20 h. Limitations ....................................................................................................................... 21 5 i. Significance of research ................................................................................................... 22 j. Contribution to the field ................................................................................................... 24 k. Summary .......................................................................................................................... 25 l. Dissertation organization ................................................................................................. 26 Chapter Two– Literature Review ................................................................................................. 28 a. Introduction ..................................................................................................................... 28 b. Theoretical background and perspectives ....................................................................... 28 c. Organizing scheme .......................................................................................................... 31 d. Review of the literature on mindfulness ......................................................................... 32 Clinical and social psychology .................................................................................. 32 Measurement scales ................................................................................................... 35 Leadership .................................................................................................................. 40 Individual mindfulness............................................................................................... 45 Collective mindfulness............................................................................................... 51 Mindfulness and change ............................................................................................ 54 Classical mindfulness................................................................................................. 59 Mindlessness .............................................................................................................. 61 6 e. Literature review summary ............................................................................................. 63 Chapter Three – Conceptual Framework ..................................................................................... 65 a. Introduction ................................................................................................................ 65 b. The Message: Mindfulness has a relationship in effectuating change ....................... 66 c. Conceptual framework of mindfulness and change ................................................... 71 d. Summary .................................................................................................................... 72 Chapter Four – Methodology ....................................................................................................... 74 a. Introduction to research methodology ......................................................................... 74 b. Evidence-based research ............................................................................................. 74 c. UMUC model .............................................................................................................. 77 d. Relevant scholarly evidence ........................................................................................ 78 e. Inclusion and exclusion criteria ................................................................................... 81 f. Subject matter expert panel members ......................................................................... 82 g. Evaluation and feedback process ................................................................................ 85 h. Summary of feedback by subject matter experts ......................................................... 86 i. Impact of subject matter experts ................................................................................. 88 j. Summary ..................................................................................................................... 89 7 Chapter Five – Analysis and Discussion ..................................................................................... 91 a. Introduction ................................................................................................................. 91 b. Purpose of study .......................................................................................................... 91 c. Problem statement revisited ........................................................................................ 92 d. Presentation of findings and analysis .......................................................................... 92 e. Conclusion ................................................................................................................. 109 f. Considerations of alternative perspectives ................................................................ 110 g. Summary of findings ................................................................................................. 113 Chapter Six – Conclusions, Implications, and Recommendations for Future Study ................. 115 Introduction .................................................................................................................... 115 Overall Conclusions ....................................................................................................... 116 Implications for management ........................................................................................ 117 Implications of trends .................................................................................................... 119 Limitations/ Area for future research ............................................................................. 121 Summary ........................................................................................................................ 122 References ................................................................................................................................. 125 Appendix A: Glossary................................................................................................................ 136 8 Appendix B: Subject matter experts evaluation and feedback forms ........................................ 138 9 List of Tables Table 1. Conditions favoring mindless script processing in organizations ................................. 48 Table 2. Characteristics of mindfulness and mindlessness .......................................................... 54 Table 3. Classical versus modern versions of mindfulness ........................................................ 62 Table 4. The practice of mindfulness ........................................................................................... 69 Table 5. Results of researched databases with selection criteria ................................................. 79 Table 6. Subject matter expert panel members ............................................................................ 83 Table 7. Academic subject matter expert member feedback ....................................................... 87 Table 8. Practitioner subject matter expert member feedback ..................................................... 88 Table 9. Seven myths that undermine the learning process ......................................................... 95 Table 10. Organizational principles of High Reliability Organizations ...................................... 97 10 List of Figures Figure 1. Mindful engagement model as adapted from Ashford and DeRue .............................. 43 Figure 2. Organizing scheme diagram ......................................................................................... 66 Figure 3. Sequence for building mindfulness in individuals ...................................................... 69 Figure 4. Attributes for building collective mindfulness through individuals ............................. 71 Figure 5. Collective mindfulness attributes for building mindfulness in individuals .................. 72 Figure 6. Conceptual framework of mindfulness and change ..................................................... 73 11 Chapter 1: Introduction Heightened individual and organizational awareness and cognition of the environments in which they operate are important to meet the challenges put forth as a result of global complexity and uncertainty; especially as it pertains to change and organizational transformation (Fries, 2009). The dynamics of change and the types of change described by Yukl (2006) as either attitude-centered or role-centered as well as the pace of change further adds to this complexity and uncertainty. Thietart & Forgues, (1995) discussed chaos and organizations and noted “The existences of continuous processes of convergence and divergence, stability and instability, evolution and revolution” (p. 19) that exists in every organization further exacerbates conditions and circumstances that challenge organizations. These conditions and circumstances influence an organizations’ ability to effectively manage change. Kotter (2007) postulated on why transformation efforts fail and noted the increasing complexities that challenge organizations when he stated that “The basic goal of a change initiative is to make fundamental changes in how business is conducted in order to cope with a new, more challenging market environment (p.96).” Therefore, the question is how increasing individual and organizational awareness and cognition is to be accomplished? This study seeks to articulate a response to answer the question of how to increase cognition and awareness in organizations to effectively meet the challenges of change. The intent is to expand the boundary of mindfulness beyond the meditative and social psychological into the field of management. The study will research the literature on the construct of mindfulness, change and organizational transformation and analyze these constructs by investigating the role and affect if any that mindfulness may have in positively influencing organizational cognition and awareness. The examination of the literature on change and 12 mindfulness may identify strategies for increasing mindfulness in organizations to meet the challenges of change. This is noteworthy given that some change initiatives were successful and a few were utter failures, the majority of these efforts were either marginally successful or the incidence of success was low (Kotter, 2007). This document includes definitions of pertinent terms to provide greater context for understanding the multiple perspectives of the mindfulness construct. Understanding the terms is significant as it may expand the current managerial literature by combining the psychological and cognitive aspects of the construct of mindfulness with the social sciences in order to assist organizations to develop strategies and processes that may better effectuate change and transformation in organizations. The effect of change on organizations makes it incumbent on organizations to identify a methodology or process that will not only meet the challenge of increasing mindfulness but investigate and address the forces that perpetuate mindlessness thereby reducing mindlessness in organizations. It is also an imperative to identify a cognitive strategy that will broadly allow examining and scanning of all facets of the environment in such a way as to enable individuals and organizations to amend behaviors that increases the likelihood of successful change and organizational transformation. The construct of mindfulness may be the instrument to accomplish this objective. Chapter 1: Purpose of Study The purpose of the study is to examine, learn, and expand the current literature on mindfulness and change to provide organizations methodologies to use mindfulness in a way that may better facilitate change initiatives leading to organizational transformation. Through 13 research and study, this inquiry intends to increase the understanding of this construct and develop new understandings and perspectives by examining the mindfulness construct from the Western cognitive perspective exploring its applicability as a strategic imperative for effectuating change in organizations leading to organizational transformation. “The concept of mindfulness and the related concept of mindlessness were introduced to social psychology more than two decades ago” (Langer & Moldoveanu, 2000, p.1). The concepts are “applied to many diverse areas including psychopathology, developmental psychology, educational research, political theory, and communication processes” (Langer & Moldoveanu, 2000, p.1). Much of the current literature explicates on mindfulness as a meditative intervention, or as a socio-cognitive construct addressing diverse areas of psychology that include clinical psychology and scientific applications (Baer et al., 2004), social psychology (Langer, 1989), health (Valentine, Godkin & Varca, 2010), and education (Langer & Moldoveanu, 2000). What is missing is the construct’s application to the field of management. The literature on mindfulness is only now incrementally making inroads in the workplace and management (Fiol & O’Connor, 2003) and is relatively unexplored territory (Dhiman, 2009). Therefore, there is an opportunity to focus on and to expand the discourse in two areas, namely socio-cognitive psychology and the managerial discipline. In clinical practice, interventions based on mindfulness are used in diverse and multiple ways to address the issues of chronic pain and stress and to manage anxiety, depression, borderline personality disorders, and panic eating, among the multitude of disorders (Carmody, Baer, Lykins, & Olendzki, 2009; Schroevers & Brandsma, 2010). According to Baer, Carmody & Hunsinger, (2012, p. 755) mindfulness is seen as a coping resource to deal with the 14 vicissitudes of illne

Factors that influence successful change: Examination of management, resistance, and outcomes

Author: Roberts Augustus Dee
Publication venue: University of Maryland University College (UMUC)
Publication date: 03/11/2017
Field of study

This presentation identifies factors that influence successful change in corporations.High failure High failure High failure High failure High failure rate of change rate of change rate of change rate of change rate of change rate of change Lack of consensus on ack of consensus onack of consensus on ack of consensus on ack of consensus on ack of consensus on ack of consensus onack of consensus on success factors success factors success factors success factors What are the factors that influence successful change in corporations? To identify factors that influence successful change in corporations Systematic Review of Literature EBR- answer research question Articles related to organizational change Studies published between 2002 and 2017 Full text and peer review Theoretical Theoretical Framework FrameworkFrameworkFramework · TAPUPAS PRISMA THEORITICAL FRAMEWORK · Lewin Theory · Transformational Leadership · Communication REVISED CONCEPTUAL FRAMEWORK REVISED CONCEPTUAL FRAMEWORKREVISED CONCEPTUAL FRAMEWORK REVISED CONCEPTUAL FRAMEWORK REVISED CONCEPTUAL FRAMEWORKREVISED CONCEPTUAL FRAMEWORK REVISED CONCEPTUAL FRAMEWORKREVISED CONCEPTUAL FRAMEWORKREVISED CONCEPTUAL FRAMEWORKREVISED CONCEPTUAL FRAMEWORK REVISED CONCEPTUAL FRAMEWORKREVISED CONCEPTUAL FRAMEWORKREVISED CONCEPTUAL FRAMEWORK -Transformational Leadership- Vision, trust -Organization Readiness – Plan, initiate -Communication – Inform, clarify direct For Management -Provides framework for successful change management -Highlights leadership skills For Scholars Provides basis for longitudinal study of success factors -Scope is limited to three factors - Relationships not properly examined Problemroblem Research question Research question Research question Methodology Methodology Methodology Conceptual Frame Conceptual Frameworkwork work Employee Reaction Integrate Organizational Organizational Organizational Organizational Organizational Organizational ChangeChangeChangeChange Outcomes Internalize Transformational leadership ReadinessReadinessReadinessReadiness Communicati ommunicatiommunicati ommunicati ommunicatiommunication -Charisma -Relationship Successful Change Vision for change Planning Planning PlanningPlanning Findings Implications Limitation Limitation s Inclusion/Exclusion Quality Quality QualityQuality Appraisal Appraisal Appraisal/Report eport eport Factors that Influence Successful Change: Examination of Management, Resistance, and Outcomes Augustus Dee Roberts Dissertation Committee: Dr. James Gelatt, Dr. Richard Milter Purpos

The ritual lens: Student success in community colleges

Author: Luddy Jennifer
Publication venue: University of Maryland University College
Publication date: 01/01/2017
Field of study

A college degree is vital to the economic and social well-being of the entire nation and its citizens. Yet, community colleges—which serve half of all students in higher education—have low graduation rates. Lack of academic preparation, competing personal and work demands, and economic stress make earning a degree difficult for many. As part of a national agenda, community college leaders are searching for new ways to help students succeed. Student success theories have historically provided practitioners with frameworks to understand how students navigate the educational environment. This dissertation analyzed a selection of student success theories and ritual theories to contribute to new ways of thinking about student success through ritual theory and practice. Using Critical Interpretive Synthesis, two common themes emerged: Emplacement and Passage. The concept of Emplacement reflects community college students’ need for academic and social challenge while anchored in their communities of origin. The concept of Passage reflects students’ need for structured guidance, including the formulation of goals and the celebration of milestones. The dissertation’s product includes a number of recommendations for practitioners in the creation of well-constructed and impactful rituals. Rituals are more likely to be successful if they involve some physical movement, build on existing traditions and calendars, utilize local geography and culture, and serve both practical as well as symbolic functions. Rituals that build community, such as festivals, are particularly important for community college students.Running head: THE RITUAL LENS: STUDENT SUCCESS IN COMMUNITY COLLEGES 1 The Ritual Lens: Student Success in Community Colleges Jennifer Luddy A Thesis Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of The Requirements for the Degree of Doctor of Management Trudy Bers, Ph.D. Gena Glickman, Ph.D. Patricia Keir, Ed.D. THE RITUAL LENS: STUDENT SUCCESS IN COMMUNITY COLLEGES 2 © Copyright by Jennifer J. Luddy 2017 THE RITUAL LENS: STUDENT SUCCESS IN COMMUNITY COLLEGES 3 ABSTRACT A college degree is vital to the economic and social well-being of the entire nation and its citizens. Yet, community colleges — which serve half of all students in higher education — have low graduation rates. Lack of academic preparation, competing personal and work demands, and economic stress make earning a degree difficult for many. As part of a national agenda, community college leaders are searching for new ways to help students succeed. Student success theories have historically provided practitioners with frameworks to understand how students navigate the educational environment. This dissertation analyzed a selection of student success theories and ritual theories to contribute to new ways of thinking about student success through ritual theory and practice. Using Critical Interpretive Synthesis, two common themes emerged: Emplacement and Passage. The concept of Emplacement reflects community college students’ need for academic and social challenge while anchored in their communities of origin. The concept of Passage reflects students’ need for structured guidance, including the formulation of goals and the celebration of milestones. The dissertation’s product includes a number of recommendations for practitioners in the creation of well-constructed and impactful rituals. Rituals are more likely to be successful if they involve some physical movement, build on existing traditions and calendars, utilize local geography and culture, and serve both practical as well as symbolic functions. Rituals that build community, such as festivals, are particularly important for community college students. Key words: community college, higher education, student success, persistence, retention, graduation, ritual theory, ritual studies, emplacement, passage. THE RITUAL LENS: STUDENT SUCCESS IN COMMUNITY COLLEGES 4 Dedication To my husband, Seth Dunn, and my children, Abby and Benson Luddy-Dunn. This doctorate belongs to each of you. With love. THE RITUAL LENS: STUDENT SUCCESS IN COMMUNITY COLLEGES 5 Acknowledgements To say that this dissertation required bravery is not a boast, but an acknowledgement. Three different faculty members from UMUC’s DMCCPA embraced the unknown in approving the project, the Ritual Lens. Dr. Pat Keir, as the initial primary advisor, took a leap of faith with this new area of study: rituals in community colleges. Dr. Gena Glickman, secondary advisor, provided continuity, and a focus on community college practice. And finally, Dr. Trudy Bers. As any dissertation author knows, the final stretch can be a longest one. As my primary advisor, Dr. Bers helped reshape the entire document by clarifying research questions and methodology; contributing new sources; posing questions as the literature emerged; and helping to translate complex concepts into practice. She demonstrated enthusiasm for this project through her rapid turnaround of drafts and concise and thorough feedback. A special note of thanks to my lifelong friend, Julius Lester, who also contributed as a panelist, lending his unique perspective as a teacher and a passionate ritualist. I would also like to acknowledge Dr. Matt Reed and Dr. Elizabeth Tisdell for serving as expert panelists, two people with whom I had no prior professional affiliation. In the end, family made it all possible. During this three-year period, my brothers and sisters were tremendous supports. (Thanks guys for taking such good care of Mom and Dad.) Ultimately, this dissertation came about through one of the most ancient rituals: sacrifice. My husband and my two children have waited patiently for three years to resume some weekend normalcy. The challenges we encountered as a family during this period are inscribed on every page, on every letter of this dissertation. Completion of a dissertation is a wonderful thing, made even more so by a beautiful day in Northampton, Massachusetts. I will surely enjoy it, with thanks to all. J.L. THE RITUAL LENS: STUDENT SUCCESS IN COMMUNITY COLLEGES 6 TABLE OF CONTENTS Chapter One: Introduction ................................................................................................................................................ 1 The Problem ........................................................................................................................................................................ 6 Significance of the Problem .......................................................................................................................................... 6 Purpose ................................................................................................................................................................................ 12 Theoretical Background ............................................................................................................................................... 15 Student Success Theories ........................................................................................................................................ 15 Theories about Rituals ............................................................................................................................................. 17 Research Questions ........................................................................................................................................................ 20 Definitions of Concepts and Terms ........................................................................................................................... 20 Summary ............................................................................................................................................................................. 21 Chapter Two: Research Methodology ......................................................................................................................... 23 Introduction ....................................................................................................................................................................... 23 Description and Rationale of Methodology: Critical Interpretive Synthesis ......................................... 23 Research Steps .................................................................................................................................................................. 25 Step 1: Theoretical Sampling, Purposive Sampling, and Definition of the Research Space ....... 26 Step 2: Authentication of the Research Project through Expert Panel ................................................ 34 Step 3: Literature Review, Analysis, and Theoretical Saturation .......................................................... 37 Step 4: Translation of Conceptual Model into Practice .............................................................................. 38 Conclusion .......................................................................................................................................................................... 38 Chapter Three: Literature Review and Conceptual Model ................................................................................ 41 Introduction ....................................................................................................................................................................... 41 Rituals in Institutions of Higher Education .......................................................................................................... 41 Student Success Theory: Four-Year Institutions ............................................................................................... 50 Rituals in education ........................................................................................................................................................ 51 Student Success Theory: Four-Year Institutions ............................................................................................... 52 Student Success Theory: Two-Year Institutions................................................................................................. 67 Success as Defined Outside of Higher Education ............................................................................................... 75 Ritual Theory .................................................................................................................................................................... 77 Durkheim ....................................................................................................................................................................... 78 Van Gennep .................................................................................................................................................................. 79 Goffman .......................................................................................................................................................................... 81 THE RITUAL LENS: STUDENT SUCCESS IN COMMUNITY COLLEGES 7 Turner ............................................................................................................................................................................. 83 Moore and Myerhoff ................................................................................................................................................. 85 Bell .................................................................................................................................................................................... 86 Smith ................................................................................................................................................................................ 89 Grimes ............................................................................................................................................................................. 91 Other Theories ............................................................................................................................................................. 92 Themes ................................................................................................................................................................................. 92 Higher Education and Rituals............................................................................................................................... 92 Student Success Theory ........................................................................................................................................... 93 Ritual Theory ............................................................................................................................................................... 94 Chapter Four: Analysis and Findings .......................................................................................................................... 97 Introduction ....................................................................................................................................................................... 97 Expert Feedback .............................................................................................................................................................. 98 Question 1: What are the different theories of student success in community colleges?................ 100 Theories of Student Success: Four-Year Institutions ............................................................................... 100 Theories of Student Success: Two-Year Institutions ................................................................................. 103 Success Theories Beyond Higher Education ................................................................................................. 104 Summary ..................................................................................................................................................................... 105 Question 2: What are the different theories of ritual, and which are most relevant to student success? ............................................................................................................................................................................. 106 Van Gennep ............................................................................................................................................................... 107 Turner .......................................................................................................................................................................... 109 Durkheim .................................................................................................................................................................... 110 Smith ............................................................................................................................................................................. 111 Bell ................................................................................................................................................................................. 113 Goffman ....................................................................................................................................................................... 114 Moore and Myerhoff .............................................................................................................................................. 116 Question 3. How might ritual theories and student success theories intersect to provide insights into strategies for college leaders to promote student success? ................................................................. 118 Emplacement ............................................................................................................................................................. 124 Passage ......................................................................................................................................................................... 126 Conclusion ....................................................................................................................................................................... 129 Chapter Five: Implications for Practice, Product, and Future Research .................................................. 131 THE RITUAL LENS: STUDENT SUCCESS IN COMMUNITY COLLEGES 8 Introduction .................................................................................................................................................................... 131 Arguments to Support Ritual Creation on Campus....................................................................................... 132 Argument Number One, Student Ambivalence, with Counter Argument ...................................... 133 Argument Number Two, Diversity, with Counter Argument ............................................................... 134 Argument Number Three, the Generation Gap, with Counter Arguments .................................... 135 Argument Number Four, the Non-Residential Nature of Community Colleges, with Counter Arguments .................................................................................................................................................................. 135 Ritual Theory To Ritual Effectiveness ................................................................................................................. 136 Conduct a Ritual Audit ......................................................................................................................................... 137 Involve Students and Faculty .............................................................................................................................. 139 Examine How Rituals Can Influence Student Behavior .......................................................................... 140 Recognize and Address Generational Bias .................................................................................................... 141 Explore Classroom Ritual .................................................................................................................................... 142 Develop Rituals with a Clear Purpose and a Respect for Institutional History ............................ 143 Embrace Universal Themes ................................................................................................................................ 144 Celebrate College History .................................................................................................................................... 144 Study Local Habitat for Rituals ......................................................................................................................... 145 Evaluate Rituals from Other Institutions ...................................................................................................... 146 Embrace Fun and Festival ................................................................................................................................... 148 Integrate Alumni, Family, and Other Local Resources ........................................................................... 148 Involve Students in Formal Administrative Rituals .................................................................................. 149 Develop Ritual Milestones To Recognize Ongoing Success .................................................................... 150 Embrace Essential Ritual Elements: Action, Space, and Timing ........................................................ 150 Use the Ritual Lens ................................................................................................................................................. 152 Limitations ...................................................................................................................................................................... 153 Future Research ............................................................................................................................................................ 154 Student Success ........................................................................................................................................................ 154 Theory Development .......................................................................................................................................... 156 Institutional Effectiveness .................................................................................................................................... 157 Conclusion ....................................................................................................................................................................... 158 References ............................................................................................................................................................................ 159 THE RITUAL LENS: STUDENT SUCCESS IN COMMUNITY COLLEGES 9 List of Tables TABLE 1. SYSTEMATIC REVIEW AND CRITICAL INTERPRETIVE SYNTHESIS 25 TABLE 2. SEARCH TERMS: RITUALS IN HIGHER EDUCATION 28 TABLE 3. FINAL LIST OF BOOKS AND ARTICLES: RITUAL AND HIGHER EDUCATION 28 TABLE 4. SEARCH TERMS FOR STUDENT SUCCESS IN HIGHER EDUCATION 30 TABLE 5. FINAL LIST OF BOOKS AND ARTICLES: STUDENT SUCCESS THEORY 31 TABLE 6. FINAL LIST OF BOOKS: RITUAL THEORY 34 TABLE 7. COMPO

Post-succession leadership: Factors affecting new leader ability to impact change

Author: Bolton Rebecca S.
Publication venue: University of Maryland University College
Publication date: 01/01/2017
Field of study

Executive level turnover is an unavoidable challenge for organizations in every sector. The challenges associated with leadership turnover have been explored in a variety of contexts, most frequently focused on how turnover impacts organizational performance, yet very little research has focused on post-succession leadership. This evidence based dissertation found that a transitioning leader’s efforts to affect change impacts performance and identified those factors that impact a post-succession executive leader’s ability to implement change. Current research focuses on whether or not leadership turnover affects performance and whether or not the performance is affected negatively or positively. There is a lack of consistency in the findings that turnover itself impacts performance or that turnover either has a negative or positive effect. This inconsistency in overall findings suggests that the impact on performance following a leadership transition is not due to the transition itself, but other factors. One of the primary leadership actions taken to affect performance following executive-level leadership transition is the new leader’s initiation of change during the transitional period. This dissertation to provide context as to how leadership actions affect change in a post-transition organizational environment and thereby impact performance following an executive-level turnover. Through systematic review of 53 articles, including primary research studies and gray literature, studies identified 19 elements that pointed to the leader’s ability to influence the organization, the organization’s susceptibility to the leader’s influence, and the methodology the new leader uses to influence. An assessment tool for post-transition leaders was developed to assist in informing executive-level leader’s change initiatives following a leadership succession.Running Head: POST-SUCCESSION LEADERSHIP Post-Succession Leadership: Factors Affecting New Leader Ability to Impact Change By Rebecca S. Bolton 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 Advisory Committee: Dr. Denise Breckon Dr. Deborah Wharff POST-SUCCESSION LEADERSHIP ii © Copyright by Rebecca S. Bolton 2017 POST-SUCCESSION LEADERSHIP iii Abstract Executive level turnover is an unavoidable challenge for organizations in every sector. The challenges associated with leadership turnover have been explored in a variety of contexts, most frequently focused on how turnover impacts organizational performance, yet very little research has focused on post-succession leadership. This evidence based dissertation found that a transitioning leader’s efforts to affect change impacts performance and identified those factors that impact a post-succession executive leader’s ability to implement change. . Current research focuses on whether or not leadership turnover affects performance and whether or not the performance is affected negatively or positively. There is a lack of consistency in the findings that turnover itself impacts performance or that turnover either has a negative or positive effect. This inconsistency in overall findings suggests that the impact on performance following a leadership transition is not due to the transition itself, but other factors. One of the primary leadership actions taken to affect performance following executive-level leadership transition is the new leader’s initiation of change during the transitional period. This dissertation to provide context as to how leadership actions affect change in a post-transition organizational environment and thereby impact performance following an executive-level turnover. Through systematic review of 53 articles, including primary research studies and gray literature, studies identified 19 elements that pointed to the leader’s ability to influence the organization, the organization’s susceptibility to the leader’s influence, and the methodology the new leader uses to influence. An assessment tool for post-transition leaders was developed to assist in informing executive-level leader’s change initiatives following a leadership succession. Keywords: executive succession, change, leadership transition, executive-level turnover, new leader assimilation, organizational performance, theory of executive succession POST-SUCCESSION LEADERSHIP iv Acknowledgements My sincerest gratitude goes to those who have supported me through this process. A special thanks to the Subject Matter Experts who took the time to review and provide feedback for this dissertation: Mr. Jeremy Sansbury, LTG (Ret) Ronald Burgess, Ms. Corin Stone, Dr. George Boyne, and Dr. W.G. Rowe. Additionally, to my colleagues and management in the Department of Defense for their continuous feedback on my ideas and concepts, I extend my appreciation. I want to acknowledge my advisors, Dr. Denise Breckon and Dr. Deborah Wharff, for their encouragement and priceless advice, patience, and support. Their competence and empathy were beacons of light during the most difficult stretches of this project. I also thank my parents, Dr. Stephen Grunlan and Mrs. Sandy Grunlan, for instilling in all of their children the hunger to learn and achieve and for encouraging me through this journey. Finally, and most importantly, my husband Dana and son Beau deserve a huge thank you for allowing me to take the time to pursue this achievement. Without their understanding and support, it would not have been possible. POST-SUCCESSION LEADERSHIP v Table of Contents ABSTRACT ................................ ................................ ................................ ................................ ... iii ACKNOWLEDGEMENTS ................................ ................................ ................................ ........... iv LIST OF TABLES AND DIAGRAMS ................................ ................................ ......................... vii LIST OF FIGURES ................................ ................................ ................................ ..................... viii CHAPTER 1: INTRODUCTION AND MANAGEMENT PROBLEM ................................ ......... 1 Background ................................ ................................ ................................ ............................... 3 Problem Statement.……………………………………………………………………………..5 Study Purpose………………………………………………………………………………….7 Importance to Management…………………………………………………………………....8 Research Question……………………………………………………………………………..9 Study Scope and Limitations ................................ ................................ ................................ .. 14 Discussion of Themes ................................ ................................ ................................ .............. 14 Impacts to Performance ................................ ................................ ................................ ........ 12 Intermediate Outcomes ................................ ................................ ................................ ........ 13 Cause of Post-transition Performance Impacts ................................ ................................ ..... 14 Definitions/Terminology ................................ ................................ ................................ .......... 14 Organization of Dissertation ................................ ................................ ................................ .... 16 CHAPTER 2: LITERATURE REVIEW ................................ ................................ ....................... 17 Discussion of Theoretical Framework ................................ ................................ ..................... 17 Theories on Leadership Impact ................................ ................................ ............................ 18 Theory of Executive Succession ................................ ................................ .......................... 18 Contingency Theory ................................ ................................ ................................ ............. 20 Theories on Leadership Initiation of Change and Reactions ................................ ................ 21 Theory of Escalating Commitment ................................ ................................ ...................... 22 Theory of Relative Standing ................................ ................................ ................................ .24 Leader-Member Exchange Theory ................................ ................................ ....................... 25 Leader Turnover and Performance Effects ................................ ................................ ............... 27 Context of Leadership Turnover ................................ ................................ .............................. 32 Intermediate Outcomes ................................ ................................ ................................ ............ 35 Leadership Actions ................................ ................................ ................................ ................... 40 Change-Making in Post-Succession Context ................................ ................................ ........... 43 Literature Interpretive Model ................................ ................................ ................................ .. 44 Thesis ................................ ................................ ................................ ................................ ....... 48 Chapter Summary ................................ ................................ ................................ ..................... 48 CHAPTER 3: RESEARCH METHODS ................................ ................................ ....................... 49 Systematic Review ................................ ................................ ................................ ................... 51 Search Strategies ................................ ................................ ................................ ...................... 53 Search Terms ................................ ................................ ................................ ........................ 53 Databases Searched ................................ ................................ ................................ .............. 55 Inclusion Criteria ................................ ................................ ................................ .................. 56 Quality Appraisal of Literature ................................ ................................ ................................ 56 Weight of Evidence ................................ ................................ ................................ .............. 58 Summary of Included Literature ................................ ................................ .............................. 59 Synthesis Methodology ................................ ................................ ................................ ............ 61 POST-SUCCESSION LEADERSHIP vi First Cycle Coding ................................ ................................ ................................ .............. 62 Second Cycle Coding ................................ ................................ ................................ .......... 62 Additional Coding ................................ ................................ ................................ ............... 64 Expert Panel Review ................................ ................................ ................................ ................ 64 Chapter Summary ................................ ................................ ................................ ..................... 66 CHAPTER 4: FINDINGS AND DISCUSSION ................................ ................................ ........... 68 Analysis and Results ................................ ................................ ................................ ................ 68 Finding 1: Ability to Influence ................................ ................................ ............................ 71 Finding 2: Organizational Susceptibility to New Leader Influence ................................ .... 85 Finding 3: Methods Used to Influence ................................ ................................ ................ 99 Conceptual Model and Narrative ................................ ................................ ........................... 105 Alternative Perspectives ................................ ................................ ................................ ......... 107 Chapter Summary ................................ ................................ ................................ ................... 109 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS ................................ ............................ 110 Overall Conclusions ................................ ................................ ................................ ................ 110 Implications for Management ................................ ................................ ................................ . 112 Assessment Tool ................................ ................................ ................................ ................. 113 Knowledge ................................ ................................ ................................ ......................... 116 Implications for Future Research ................................ ................................ ............................ 117 Study Limitations ................................ ................................ ................................ .................... 119 Chapter Summary ................................ ................................ ................................ ................... 120 REFERENCES 124 APPENDIX A: Quality Assessment Results 143 APPENDIX B: List of Excluded Literature 143 APPENDIX C: Codes by Source 183 APPENDIX D: Full Coding Chart 185 APPENDIX E: SME Panel Experts 194 APPENDIX F: Model of Element Interrelationships 195 POST-SUCCESSION LEADERSHIP vii List of Tables and Diagrams Table 1. Search Terms 54 Table 2. Search Results 55 Table 3. Quality Assessment Tool 57 Table 4. Weight of Evidence Summary 58 Table 5. Literature by Journal 60 Table 6. SME Panel Questions 65 Table 7. Literature Aligned to Element and Finding 69 Table 8. WOE Summary for Ability to Influence 72 Table 9. WOE Summary for Power 72 Table 10. WOE Summary for Leader Origin 75 Table 11. WOE Summary for Leader Previous Experience 77 Table 12. WOE Summary for Communication (Ability to Influence) 80 Table 13. WOE Summary for Knowledge 83 Table 14. WOE Summary for Networks 83 Table 15. WOE Summary for Social Capital 84 Table 16. WOE Summary for Organizational Susceptibility to New Leader Influence 86 Table 17. WOE Summary for Tenured TMT 86 Table 18. WOE Summary for Internal Resistance 88 Table 19. WOE Summary for Building Coalitions 89 Table 20. WOE Summary for Communication (Organizational Susceptibility) 90 Table 21. WOE Summary for Divestiture 91 Table 22. WOE Summary for Status Quo 91 Table 23. WOE Summary for Frequency 95 Table 24. WOE Summary for Personnel Subordinate Leader Turnover 96 Table 25. WOE Summary for Perception 97 Table 26. WOE Summary for Methodology Used to Influence 100 Table 27. WOE Summary for New Leader Strategy/Goals 101 Table 28. WOE Summary for the use of Off-Site/Retreat 101 Table 29. WOE Summary for External Consultant 102 Table 30. WOE Summary for Change Agent 104 Table 31. Assessment Tool for Post-Transition Leaders 113 POST-SUCCESSION LEADERSHIP viii List of Figures Figure 1. CIMO Model 10 Figure 2. Conceptual Model 45 Figure 3. PRISMA Diagram 59 Figure 4. Literature by Publication Year 61 Figure 5. Coding Results 63 Figure 6. Scatter Plot of Codes by Year 64 Figure 7. Findings by WOE 71 Figure 8. Model of Post-Transition Change Process 106 POST-SUCCESSION LEADERSHIP 1 Chapter 1: Introduction and Management Problem Leadership turnover and its subsequent impacts on organizational performance are an unavoidable challenge facing organizations in every field in both the private sector and government. Executive-level turnover is on the rise, having increased 15% to 20% from 2010 to 2014 (Pedderson & Madden, 2014; Walberg, 2014). The abundant opportunities for executive transitions to different organizations and lucrative retirement incentives have created an environment where executives are leaving their current posts with higher frequency than ever before (Green & Hymowitz, 2013). Executive level turnover of an organization’s TMT or senior-level positions impacts an organization’s performance (Messersmith, Lee, Guthrie, & Ji, 2014; Murnieks, Allen, & Ferrante, 2011; Watrous, Huffman, & Pritchard, 2006). In the public sector, several failures in homeland security programs are linked with top-level turnover (Markon, Nakashima, & Crites, 2014), and the United States Government Accountability Office (USGAO) attributes the failure of effective budget management (United States Government Accountability Office (USGAO), 2014b), the lack of effective implementation of sexual harassment and assault prevention programs (USGAO, 2014a), and the mismanagement of medical facilities (USGAO, 2012) to leadership turnover. In the private sector, executive-level turnover has hampered the implementation of strategic initiatives in the medical industry (Morgan, 2013), affected stock performance (Friedl & Resebo, 2010), and impacted organizations’ ability to perform effectively (Audas, Dobson, & Goddard, 2002). Organizations in a post-transition state face unique challenges that can affect their ability to successfully meet the needs and demands of their stakeholders (Giambatista, Rowe, & Riaz, 2005). Many of the variables impacting performance during the period following a turnover of POST-SUCCESSION LEADERSHIP 2 leadership come from external or environmental variables that are outside the span of a leader’s control and influence (Denis & Denis, 1995). However, many of the variables are internal to the organization and can be controlled and moderated by leadership actions (Boyne & Dahya, 2002). Executive-level leaders significantly impact the ultimate performance of organizations through their daily decisions, philosophies, and behaviors (Smith, Carson, & Alexander, 1984). They do this by setting the organizational goals, influencing innovation and organizational culture, and enforcing standards (Grobler & du Plessis, 2016). When there is executive-level turnover in an organization, the effects can be either positive or negative depending on the context and the leader’s actions (Gabarro, 2007). A key performance-impacting action that a leader frequently takes following transition is the introduction of organizational change. In some cases, a new executive leader can make immediate changes to the organization’s structure or mission, which can result in knowledge loss due to subordinate leader departure (Fee & Hadlock, 2004; Kesner & Dalton, 1994), morale impacts on the workforce (Bayless, 2004; Friedman & Saul, 1991; Lubatkin, Schweiger, & Weber, 1999), and program failures. In other cases, the new executive can make changes to programs and structures that contribute to innovation (Bayless, 2004; De Paola & Scoppa, 2012) and overall improved performance (Miller, 2013; ter Weel, 2011). These differing outcomes following turnover contribute to the notion that leadership turnover in and of itself may not be the cause of performance changes, rather it may be the leader’s actions, specifically the initiation of change, following the turnover that ultimately impacts organizational performance. These actions may have different effects than they would if endeavored by a tenured leader. During a transition period, new leaders are in a unique environment where they frequently lack internal support from employees and subordinate managers (Heller, 1989; POST-SUCCESSION LEADERSHIP 3 O'Keeffe, 2012) and the new leaders’ own leadership – these new leaders and shareholders are under pressure to demonstrate an impact on organizational performance (O'Keeffe, 2012). Adding to the complexity during this period, the new leader frequently lacks the in-depth organizational knowledge to completely understand the nuances of the change or decision (Kangas, 2013; Tibau & Debackere, 2008). This research endeavor seeks to identify those variables and factors that impact a new leader’s ability to manage change and to provide context as to how leaders impact post-transition performance following an executive-level turnover. These factors will be examined through a systematic review of primary research studies, case studies, and other academic literature. The results of this study will shed light on the intermediate outcomes that occur as a result of management activity following transition to inform management practice for post-transition leaders. Specifically, this research will provide insight into the factors that affect a manager’s ability to make strategic changes, how those changes affect performance, and which factors pose a threat to those strategic changes. In support of these study goals, this dissertation will provide a tool for executive level leaders to assess their change efforts following the transition. Background The inevitability of executive-level turnover coupled with its potential impact on an organization’s ability to meet the demands of its stakeholders makes executive-level turnover a critical topic for management studies. Executive-level departure rates are higher than ever before and steadily increasing (Green & Hymowitz, 2013; Pedderson & Madden, 2014). For example, a study c

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