University of Maryland University College: UMUC Digital Repository
Not a member yet
    6660 research outputs found

    Focusing on impact: An institutional action framework for increasing community college student completion

    Author
    Publication venue
    University of Maryland University College
    Publication date
    Field of study
    No full text
    The historical focus of community college administrators has been student access. Recently, the focus has expanded to include completion as calls for accountability increase and college officials realize that the opportunities they provide go largely unrealized unless students earn credentials. In 2010, Goldrick-Rab demonstrated that the major factors influencing community college student completion included the macro-level opportunity structure, institutional practices, and the social, economic, and academic attributes of students. Using the application of critical interpretative synthesis, the researcher focused on the only factor that college leaders control—institutional practices. To determine what actions community college officials should employ to improve student completion, a wide variety of evidence was evaluated. The evidence base included quantitative, qualitative, case studies, grey literature research, and commonalities of practice implemented by high completion community colleges (Aspen Prize finalists). The synthesis showed categories of actions, both what to do and how to do it, that culminated in a completion action framework to guide community college reform. While the framework does not provide a one-size-fits-all solution, it does provide categories of impactful reforms that can guide community college officials in increasing their completion rates.Running head: FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK Focusing On Impact: An Institutional Action Framework for Increasing Community College Student Completion Sheila K. Quirk-Bailey A Thesis Submitted to the Graduate Faculty of the University of Maryland University College in Partial Fulfillment of The Requirements for the Doctor of Management Degree Patricia Keir, Ed.D. Ronald Head, Ph.D. April 26, 2015 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK ii Abstract The historical focus of community college administrators has been student access. Recently, the focus has expanded to include completion as calls for accountability increase and college officials realize that the opportunities they provide go largely unrealized unless students earn credentials. In 2010, Goldrick-Rab demonstrated that the major factors influencing community college student completion included the macro-level opportunity structure, institutional practices, and the social, economic, and academic attributes of students. Using the application of critical interpretative synthesis, the researcher focused on the only factor that college leaders control—institutional practices. To determine what actions community college officials should employ to improve student completion, a wide variety of evidence was evaluated. The evidence base included quantitative, qualitative, case studies, grey literature research, and commonalities of practice implemented by high completion community colleges (Aspen Prize finalists). The synthesis showed categories of actions, both what to do and how to do it, that culminated in a completion action framework to guide community college reform. While the framework does not provide a one-size-fits-all solution, it does provide categories of impactful reforms that can guide community college officials in increasing their completion rates. FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK iii Dedication This dissertation is dedicated to my family. To my wonderful husband, Dave, who has supported me throughout this journey, I appreciate your understanding more than I can express. To my amazing children, Sarah, Jacob, and David, thank you for your support and acceptance of my focus outside of the family over the last few years. My hope is that this accomplishment will motivate you to always keep learning. To my parents, Sharon and Gerard Schreckenberg, for always believing in me and raising me to believe that with hard work and persistence anything is possible. I love you all. FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK iv Acknowledgments This dissertation could not have been written without the loving support of my family, and the encouragement and guidance of my esteemed faculty and advisors, Drs. Patricia Keir, Ronald Head, James Tschechtelin, and Charlene Nunley. Finding the strength to persist in the program was largely due to the talented and supportive community college professionals in my doctoral cohort; I have learned so much from all of you. My interest in community college student completion was largely due to the interactions with my mentor, Dr. Ken Ender, thank you for your guidance and support. And finally, this research would not exist without Josh Wyner, Vice President and Executive Director of the College Excellence Program at the Aspen Institute, who granted permission for the use of the data from the Aspen Prize Finalists. My sincere thanks to all of you. FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK v © COPYRIGHT BY Sheila Quirk-Bailey 2015 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK vi Table of Contents Page Chapter 1: Introduction ................................................................................................. 1 Background .......................................................................................................... 1 Statement of the Problem ...................................................................................... 2 Completion levels. ......................................................................................... 4 Community college student attributes. ............................................................ 6 Completion measurement. .............................................................................. 8 Inability to scale completion programs............................................................ 9 Significance of the Problem..................................................................................11 Economic impacts of college completion. ......................................................12 Equity impacts. .............................................................................................14 Accountability impacts..................................................................................15 Purpose of Study ..................................................................................................18 Importance of College Completion for Community College Leaders......................19 Theoretical Base: Systems Theory ........................................................................19 Research Questions ..............................................................................................21 Study Definitions .................................................................................................21 Identifying High Completion Community Colleges ...............................................23 Summary and Study Organization ........................................................................24 Chapter 2: Literature Review .......................................................................................26 Introduction .........................................................................................................26 College Completion .............................................................................................26 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK vii Opportunity structure. ...................................................................................27 Student attributes: social, economic, and academic.........................................27 Institutional practices. ...................................................................................28 High-performance Organizational Practices ..........................................................31 High-performance Higher Education Organizational Practices...............................34 Baccalaureate granting institutions high-performance organizational practices. ......................................................................................................37 Community College High-performance Organizational Practices ...........................41 Community College Completion-based Programs .................................................48 Scaling Educational Completion Programs Reform ...............................................54 Chapter 3: Conceptual Model.......................................................................................61 Instructional Practices Based Conceptual Model ...................................................62 Systems Theory ...................................................................................................64 Higher Education Completion Research................................................................66 Common Practices of Aspen Prize Finalists ..........................................................67 Resulting Synthesis ..............................................................................................68 Chapter 4: Research Methodology................................................................................69 Introduction .........................................................................................................69 Systematic Review Evolution ...............................................................................69 Critical Interpretive Synthesis Methodology .........................................................71 Critical Interpretive Synthesis Process Overview...................................................72 Phase I: Analysis..................................................................................................74 Identifying the topic. .....................................................................................74 Selecting relevant evidence. ..........................................................................75 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK viii Research design. ...........................................................................................78 Phase II: Research Synthesis ................................................................................79 Reading the studies. ......................................................................................80 Maximum variation sample studies................................................................80 Phase III: Interpretation ........................................................................................90 Research quality. ..........................................................................................92 Methodological Assumptions and Limitations .......................................................94 Aspen Prize Methodology ....................................................................................94 Round I. .......................................................................................................95 Round II. ......................................................................................................95 Round III. .....................................................................................................96 Limitations of Aspen Prize Methodology ..............................................................99 Use of Subject Matter Experts ............................................................................ 100 Conclusion......................................................................................................... 103 Chapter 5: Analysis and Findings ............................................................................... 104 Synthesis Process Review .................................................................................. 104 Round I synthesis outcomes. ....................................................................... 105 Round II synthesis outcomes. ...................................................................... 105 Round III outcomes. ................................................................................... 107 Round IV outcomes. ................................................................................... 108 Round V outcomes. .................................................................................... 109 Round VI outcomes. ................................................................................... 110 Round VII outcomes. .................................................................................. 110 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK ix Summary of Outcomes by Round ....................................................................... 111 Key Findings from the Critical Interpretive Synthesis.......................................... 113 Finding 1. ................................................................................................... 114 Finding 2. ................................................................................................... 119 Finding 3. ................................................................................................... 119 Finding 4. ................................................................................................... 125 Study Limitations............................................................................................... 127 Expert Feedback ................................................................................................ 127 Expert review summary. ............................................................................. 128 Question 1: Significance. ............................................................................ 129 Question 2: Contribution to community college management practice. ......... 130 Question 3: Rigor of argument that defines the problem statement. ............... 130 Question 4: Originality of topic or approach. ............................................... 131 Question 5: Quality of the references. .......................................................... 132 Question 6: Validity of assumptions. ........................................................... 132 Question 7: Quality of research questions. ................................................... 133 Question 8: Thoroughness of presentation.................................................... 134 Question 9: Writing quality. ........................................................................ 134 Overall review feedback.............................................................................. 134 Findings Conclusion .......................................................................................... 134 Chapter 6: Implications and Need for Future Research ................................................ 135 Process for Implementing the Framework ........................................................... 139 Institutional assessment............................................................................... 140 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK x Practice integration. .................................................................................... 144 Reform implementation............................................................................... 147 Reform Action Plan ........................................................................................... 148 Establishing a sense of urgency. .................................................................. 149 Creating a guiding coalition. ....................................................................... 149 Developing a vision and strategy. ................................................................ 149 Communicating the change vision. .............................................................. 150 Empowering broad-based action.................................................................. 150 Generating short term wins.......................................................................... 150 Consolidating gains and producing more change. ......................................... 151 Anchoring new approaches in the culture..................................................... 151 Evolution of Reform Impact ............................................................................... 151 Future Research ................................................................................................. 154 Verify the relationships established in this research. ..................................... 154 Student and community profiles of high completion colleges........................ 155 College leadership and completion. ............................................................. 156 High completion college cultures ................................................................ 157 College structures and organization. ............................................................ 157 Assessment for completion.......................................................................... 158 Structuring partnerships for impact. ............................................................. 159 Final Conclusions .............................................................................................. 159 References ................................................................................................................ 161 Appendix A: Reform Action Plan............................................................................... 183 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK xi Appendix B: Reform Evaluation Plan......................................................................... 184 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK xii List of Tables Table Page 1. U.S. College Completion Rates ............................................................................... 4 2. Comparison of Six-Year Cohort Completion Rates .................................................. 5 3. Practices of Effective Undergraduate Institutions ....................................................47 4. Critical Interpretive Synthesis Phases and Steps ......................................................74 5. Study Selection......................................................................................................77 6. Maximum Variation Sample Studies ......................................................................82 7. Maximum Variation Sample Individual Evidence Analysis .....................................84 8. Rating System for Aspen Prize Site Visit Rubric .....................................................98 9. Round I Outcomes ............................................................................................... 105 10. Round II Outcomes .............................................................................................. 107 11. Round III Outcomes............................................................................................. 108 12. Round IV Outcomes ............................................................................................ 109 13. Round V Outcomes.............................................................................................. 110 14. Round VI Outcomes ............................................................................................ 110 15. Round VII Outcomes ........................................................................................... 111 16. Summary of Outcomes by Synthesis Round.......................................................... 112 17. Profile Variation in High Completion Community Colleges .................................. 126 18. Expert Reviewer Evaluation Form ........................................................................ 128 19. Summary of Expert Rating of the First Three Chapters.......................................... 129 20. Completion Reform Categories: Policies and Programs Options ............................ 137 21. High-impact Completion Practice Elements .......................................................... 139 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK xiii 22. Guiding Questions for Reform Selection............................................................... 143 23. Institutional Level High-impact Completion Practices ........................................... 145 24. Aspen Prize Institutional Practice Evaluation Rubric............................................. 147 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK xiv List of Figures Figure Page 1. 2012 U.S. average earnings by level of educational attainment ..................................12 2. Institutional practices based conceptual model .........................................................63 3. High-performance completion practices evidence progression ..................................66 4. Major and Savin-Baden (2011) critical interpretative synthesis phases ......................73 5. Weed’s 2005 diagram of the meta-interpretation procedure. .....................................79 6. Aspen Prize 3-year completions and/or transfer rates compared to the national average. .................................................................................................. 100 7. Framework for increasing student completion. ....................................................... 136 8. Four-step implementation process. ........................................................................ 140 FOCUSING ON IMPACT: AN INSTITUTIONAL ACTION FRAMEWORK 1 Chapter 1: Introduction Background Currently, the United States is facing a college completion crisis. Greater numbers of students are enrolling in U.S. colleges and universities, yet the proportion of individuals earning a postsecondary degree or credential continues to decline. The proportion of adults with postsecondary credentials is not keeping pace

    Indecisiveness in teamwork: A search for interventions to avoid failure-to-decide

    Author
    Publication venue
    University of Maryland University College
    Publication date
    Field of study
    No full text
    Self-managing cross-functional teams (CFT) integrate the skills, experiences, and efforts from multiple knowledge-workers to provide a multi-disciplined problem-solving approach. However, not all cross-functional team decision-making is successful. Findings reveal that as diverse cognitive styles (MBTI) interact, teams experience challenges in communication, sensemaking, and determining an acceptable course of action, thereby leading to failure-to-decide (FTD). FTD describes the indecision and paralysis that results when teams cannot achieve sufficient concurrence to make a decision. This study finds that cognitive style related interventions for uncertainty, ambiguity, and risk decrease FTD. Cognitive style as measured by MBTI type, characterizes an individual’s perception, thinking, analysis, preferred information-processing style, and communication. This study proposes that absent sufficient concurrence to make a decision, FTD will occur. The outcomes of this systematic realist review include a theoretically based conceptual framework and evidence-based management (EBMgt) interventions including facilitation techniques, structured decision tools, and visualization techniques to avoid and reverse FTD.Running head: INDECISIVENESS IN TEAMWORK Indecisiveness in Teamwork: A Search for Interventions to Avoid Failure-to-Decide Sharon Denise Biddinger Crawford A Dissertation Submitted to the Graduate Faculty of University of Maryland University College in Fulfillment of The Requirements for the Degree of Doctor of Management Dr. Nicholas H. Allen Dr. Laura Witz April 15, 2016 © Copyright 2016, Sharon Denise Biddinger Crawford INDECISIVENESS IN TEAMWORK 2 Dedication To my parents - your love and guidance taught me that all things are possible with faith, hard work, and determination. Thank you for providing the confidence to fly. INDECISIVENESS IN TEAMWORK 3 Abstract Self-managing cross-functional teams (CFT) integrate the skills, experiences, and efforts from multiple knowledge-workers to provide a multi-disciplined problem-solving approach. However, not all cross-functional team decision-making is successful. Findings reveal that as diverse cognitive styles (MBTI) interact, teams experience challenges in communication, sensemaking, and determining an acceptable course of action, thereby leading to failure-to-decide (FTD). FTD describes the indecision and paralysis that results when teams cannot achieve sufficient concurrence to make a decision. This study finds that cognitive style related interventions for uncertainty, ambiguity, and risk decrease FTD. Cognitive style as measured by MBTI type, characterizes an individual’s perception, thinking, analysis, preferred information-processing style, and communication. This study proposes that absent sufficient concurrence to make a decision, FTD will occur. The outcomes of this systematic realist review include a theoretically based conceptual framework and evidence-based management (EBMgt) interventions including facilitation techniques, structured decision tools, and visualization techniques to avoid and reverse FTD. Keywords: team decision-making, decision failure, indecision, failure-to-decide, cognitive style, Myers-Briggs Type Indicator (MBTI), communication, sensemaking, risk reduction, ambiguity reduction, and uncertainty reduction INDECISIVENESS IN TEAMWORK 4 Table of Contents Abstract ................................ ................................ ................................ ............................... 3 Table of Contents ................................ ................................ ................................ ................ 4 List of Figures ................................ ................................ ................................ ........... 10 List of Tables ................................ ................................ ................................ .............. 11 Chapter 1: Introduction and Overview of Relevant Literature ................................ ......... 12 Purpose of the Study and the Management Problem ................................ ........................ 14 Significance and Importance to Management................................ ........................... 16 Research Question ................................ ................................ ................................ ............ 19 Need for Research ................................ ................................ ................................ ............. 20 Organization of the Dissertation ................................ ................................ ....................... 20 Chapter 2: Scoping Literature Review ................................ ................................ .............. 21 Definitions................................ ................................ ................................ ......................... 21 Cognitive Style and MBTI Type ................................ ................................ ............... 21 Team ................................ ................................ ................................ .......................... 23 Self-Managing Teams ................................ ................................ ............................... 24 Cross-Functional Teams ................................ ................................ ............................ 24 Decision-Making and Self-Managing, Cross-Functional Teams (CFTs) .................. 25 Team Microdynamics ................................ ................................ ................................ 27 Framing and Sensemaking ................................ ................................ ........................ 30 INDECISIVENESS IN TEAMWORK 5 Social Negotiation and Concurrence ................................ ................................ ........ 31 Theoretical Framework ................................ ................................ ................................ ..... 32 Jung’s Theory of Psychological Types: Cognitive Style ................................ .......... 32 Naturalistic Decision Making Theory (NDM) ................................ .......................... 38 Information-Processing and Image Theory ................................ .............................. 41 Conceptual Framework ................................ ................................ ................................ ..... 44 Structured Problem Formulation Tools ................................ ................................ ..... 45 Sense-reading and Sensegiving................................ ................................ ................. 46 Risk ................................ ................................ ................................ ........................... 48 Negotiating Values Differences ................................ ................................ ................ 49 Achieving Concurrence to Break the Status Quo ................................ ..................... 51 Other Intervention Opportunities ................................ ................................ .............. 51 Chapter Summary ................................ ................................ ................................ ............. 52 Chapter 3: Methodology ................................ ................................ ................................ ... 54 Evidence-Based Management ................................ ................................ ........................... 54 Systematic Reviews ................................ ................................ ................................ .......... 56 Configuration and Aggregation................................ ................................ ................. 57 A Realist Review Approach ................................ ................................ .............................. 58 Realist Review Rationale ................................ ................................ .......................... 61 Realist Review Process ................................ ................................ ............................. 62 INDECISIVENESS IN TEAMWORK 6 Overview of Realist Review Steps ................................ ................................ ........... 63 Determining the Research Scope ................................ ................................ .............. 64 Determining the Research Question ................................ ................................ ......... 65 Determining the Theoretical Framework ................................ ................................ .. 65 Realist Review Searches ................................ ................................ ................................ ... 66 Evidence Search Criteria................................ ................................ ........................... 67 Inclusion and Exclusion Criteria ................................ ................................ ............... 68 Search Strings ................................ ................................ ................................ ........... 69 Literature Review Searches ................................ ................................ ...................... 73 Scoping Literature Review Searches ................................ ................................ ........ 73 Evidence Quality ................................ ................................ ................................ ............... 75 Purposivity and Rigor ................................ ................................ ............................... 76 TAPUPAS ................................ ................................ ................................ ................. 76 Study Data Management ................................ ................................ ................................ ... 78 Data Extraction and Coding ................................ ................................ .............................. 79 An Integrated Data Extraction and Coding Approach ................................ .............. 80 Study Code Types and Code Generation ................................ ................................ .. 83 Line-by-line Extraction and Coding ................................ ................................ ......... 83 Coding Integrity ................................ ................................ ................................ ........ 88 Axial Coding ................................ ................................ ................................ ............. 91 INDECISIVENESS IN TEAMWORK 7 Patterns and Themes ................................ ................................ ................................ ......... 91 Transferability ................................ ................................ ................................ ................... 92 Expert Panel ................................ ................................ ................................ ...................... 92 Dissemination ................................ ................................ ................................ ................... 96 Chapter 4: Results ................................ ................................ ................................ ............. 97 Study Range and Characteristics ................................ ................................ ...................... 97 Line-by-line Coding Results ................................ ................................ ............................. 99 Revisiting the Research Question ................................ ................................ ................... 100 Theme Generation ................................ ................................ ................................ ........... 101 Theme 1: Cognitive Style, Ambiguity, Uncertainty, and Risk ................................ 103 Theme 2: Cognitive Style and Decisiveness ................................ ........................... 105 Theme 3: Cognitive Style and Facilitation Techniques ................................ .......... 106 Theme 4: Cognitive Style and Structured Decision Tools ................................ ...... 109 Theme 5: Cognitive Style and Visualization................................ ............................ 111 Summary of Interventional Themes ................................ ................................ ................. 112 Revised Conceptual Framework ................................ ................................ ...................... 116 Summary of Findings ................................ ................................ ................................ ....... 118 Chapter 5: Discussion ................................ ................................ ................................ ...... 119 Management Implications ................................ ................................ ................................ 119 Evidence-based Interventions ................................ ................................ ......................... 120 INDECISIVENESS IN TEAMWORK 8 Facilitation and Cognitive Style Related Questioning ................................ ............ 120 Brainstorming ................................ ................................ ................................ ......... 122 Risk Attitude and Social Negotiation ................................ ................................ ...... 123 Structured Decision Tools ................................ ................................ ....................... 124 Visualization Techniques ................................ ................................ ........................ 125 Enabling CFT Success ................................ ................................ ................................ .... 127 Manager and Team Training ................................ ................................ ................... 127 Special Failure-to-decide Situations ................................ ................................ ............... 128 Cultural FTD ................................ ................................ ................................ ........... 129 CFT Initiation ................................ ................................ ................................ .......... 130 Limitations ................................ ................................ ................................ ...................... 130 Ethical Considerations ................................ ................................ ............................ 131 Organization Size/Sector ................................ ................................ ........................ 132 Virtual Teams ................................ ................................ ................................ .......... 132 Implications for Future Research ................................ ................................ .................... 133 Conclusion ................................ ................................ ................................ ...................... 134 Appendix A Quality Assessment Worksheet Example ................................ ................... 150 Appendix B Completed Quality Appraisal Worksheets ................................ .................. 151 Appendix C Codebook ................................ ................................ ................................ .... 152 Appendix D Coding Mapped to Source ................................ ................................ .......... 153 INDECISIVENESS IN TEAMWORK 9 Appendix E Expert Panel Invitation Letters ................................ ................................ ... 154 Appendix F NVIVO Workbook ................................ ................................ ...................... 156 Appendix G Systematic Review Study Characteristics ................................ .................. 157 INDECISIVENESS IN TEAMWORK 10 List of Figures Figure 1. Team micro dynamic communication: Individual, dyadic, and team. .......................... 28 Figure 2. Simplified decision-making process scope for FTD and CFTs. ................................ .. 41 Figure 3. Initial conceptual framework emerging from the Scoping Literature Review ............. 45 Figure 4. Precepts of EBMgt ................................ ................................ ................................ ....... 55 Figure 5. Realist review expectations ................................ ................................ .......................... 60 Figure 6. Realist review logical chain seeking, providing, and explaining FTD interventions. .. 63 Figure 7. Overview of realist review steps ................................ ................................ .................. 63 Figure 8. Search for evidence: Four components of realist review ................................ ............. 66 Figure 9. Search string results ................................ ................................ ................................ ...... 73 Figure 10. Example of coding in NVIVO; viewed by codes revealing the sources that support the codes................................. ................................ ................................ ................................ ....... 85 Figure 11. Example of coding in NVIVO; from source to all codes. ................................ .......... 87 Figure 12. Example of an NVIVO code matrix report ................................ ................................ 89 Figure 13. Example of NVIVO code matrix bar chart ................................ ................................ . 90 Figure 14. Studies by type ................................ ................................ ................................ ........... 98 Figure 15. Studies by population ................................ ................................ ................................ . 98 Figure 16. Facilitation techniques ................................ ................................ .............................. 107 Figure 17. Structured decision tools ................................ ................................ .......................... 109 Figure 18. Revised conceptual framework (post-synthesis) ................................ ....................... 117 INDECISIVENESS IN TEAMWORK 11 List of Tables Table 1 Study Inclusion and Exclusion Criteria for Synthesis ................................ ..................... 69 Table 2 Scoping Literature Review Search Strings ................................ ................................ ...... 70 Table 3 Search Strings to Obtain Articles for Synthesis ................................ ............................... 71 Table 4 Electronic Databases Searched ................................ ................................ ....................... 72 Table 5 Quality Measures Adapted from TAPUPAS ................................ ................................ .... 77 Table 6 Data Extraction Steps and Checklist ................................ ................................ ................ 82 Table 7 Expert Panel Review of Chapters One through Three ................................ ..................... 94 Table 8 Evidence Supporting Themes ................................ ................................ ........................ 103 Table 9 Interventions, Techniques, Mechanisms, Outcomes, and Sources ................................ .. 113 INDECISIVENESS IN TEAMWORK 12 Chapter 1: Introduction and Overview of Relevant Literature The risk of a wrong decision is preferable to the terror of indecision. -Maimonides After the U.S. industrial revolution, the economy shifted from manual-worker productivity to technology-based industries employing knowledge-workers to produce goods and services (Bell, 1976). During the industrial revolution, manual workers were viewed as tools, highly directed in their daily work, and replaceable at the discretion of management. In contrast, knowledge-workers rely on creativity, skills, and problem-solving in performing the organization’s work. Daniel Bell (1976) described the second half of the twentieth century and beyond as “the rise of a new intellectual technology” (p. 27). To accommodate this shift from physical to intellectual capital, Frederick Taylor’s (1911) scientific management viewpoint that there is only one way to do it right has eroded in domains where complex knowledge work is the norm. Knowledge-work brings increased complexity and change requiring managers to harness the necessary skills, experience, and technologies in the global marketplace. In post-modern organizations, productivity largely depends on technology, knowledge-workers, and collaboration rather than capital, natural resources, and manual labor (Bell, 1976). Both the shift to information capital as the mode of production and increased complexity both have changed organizations from strict top-down, autocratic structures toward self-managing team structures. In today’s organizations, complexity requires integration of disciplines across a variety of domains. As a result, a paradigm shift from traditional managers and organizational structures to self-managing cross-functional teams occurred. These cross-functional teams carry out many of the functions previously accomplished by management because managers delegate these tasks to knowledge-workers. For example, self-managing INDECISIVENESS IN TEAMWORK 13 teams are given management’s expected outcomes and task boundaries and are provided authority to accomplish tasks. In contrast, the traditional management approach would state the desired outcomes and boundaries, but would have also dictated the process to perform the task. Drucker (2007) stated the most valuable company asset in the 21st century would be its knowledge-workers and their productivity, and that it is an o

    Authentic inclusion or risk of discrimination: Organizational context and employees' attitudes towards colleagues with neurodivergence, developmental and/or mental health related disabilities

    Author
    Publication venue
    University of Maryland University College
    Publication date
    Field of study
    No full text
    Although efforts in the U.S. have been made to encourage equal employment opportunities, persons with disabilities (PwDs) remain the largest population in the category of underemployed and unemployed. Furthermore, despite managers’ increased commitment to developing inclusive organizations, the risk of discriminatory behavior remains high, especially towards employees with neurodivergence, other developmental and/or mental health related disabilities. This study’s conceptual framework is the result of a systematic review using a realist synthesis methodology to analyze and synthesize primary research evidence. The study’s findings revealed two main patterns of interactions between organizational context factors and interventions influencing different mechanisms that inhibit or support employees to change their stigmatizing beliefs and engage in inclusive relationships with fellow colleagues with disabilities. Building on findings from a systematic review of prior research, this study derives a conceptual model identifying the two opposing extreme patterns that characterize the employment phenomena of PwDs: one leading to authentic inclusion, and the other maintaining the status quo, with its risk of discriminatory behavior in non-inclusive contexts. A particular pattern described as inauthentic inclusion was also identified and included in the model. This pattern shows an interaction between employment strategies influenced by values of social equity and mechanisms that lead to either employees changing their stigmatizing beliefs about fellow colleagues with disabilities, or resisting change and engaging in behaviors that maintain stigma manifestations in workplace interactions. The scope of this study was limited to the phenomena surrounding the employment of individuals with neurodivergence (e.g., Asperger’s, ADHD, epilepsy, autism, dyslexia), developmental (e.g., Down’s syndrome, speech and language disorders) and/or mental health (e.g., PTSD, TBI, anxiety, depression) related disabilities. The results provide significant implications for researchers exploring the complex issues surrounding the employment of people with these disabilities. Based on this study’s findings, recommendations are made for practitioners interested in developing a more inclusive workforce and reducing discrimination risk and perceptions of liability associated with their employment.i AUTHENTIC INCLUSION OR RISK OF DISCRIMINATION: ORGANIZATIONAL CONTEXT AND EMPLOYEES’ ATTITUDES TOWARDS COLLEAGUES WITH NEURODIVERGENCE, DEVELOPMENTAL AND/OR MENTAL HEALTH RELATED DISABILITIES By Camelia Madgalena Fawzy Dissertation submitted to the Faculty of the Graduate School of the University of Maryland University College, in partial fulfillment of the requirements for the degree of Doctor of Management 2015 Advisory Committee: Dr. Thomas J. Mierzwa Dr. Denise A. Breckon ii i ABSTRACT Title of Dissertation: AUTHENTIC INCLUSION OR RISK OF DISCRIMINATION: ORGANIZATIONAL CONTEXT AND EMPLOYEES’ ATTITUDES TOWARDS COLLEAGUES WITH NEURODIVERGENCE, DEVELOPMENTAL AND/OR MENTAL HEALTH RELATED DISABILITIES Camelia Magdalena Fawzy, Doctor of Management, 2015 Dissertation Directed By: Dr. Thomas J. Mierzwa and Dr. Denise A. Breckon, Doctor of Management Although efforts in the U.S. have been made to encourage equal employment opportunities, persons with disabilities (PwDs) remain the largest population in the category of underemployed and unemployed. Furthermore, despite managers’ increased commitment to developing inclusive organizations, the risk of discriminatory behavior remains high, especially towards employees with neurodivergence, other developmental and/or mental health related disabilities. This study’s conceptual framework is the result of a systematic review using a realist synthesis methodology to analyze and synthesize primary research evidence. The study’s findings revealed two main patterns of interactions between organizational context factors and interventions influencing different mechanisms that inhibit or support employees to change their stigmatizing beliefs and engage in inclusive relationships with fellow colleagues with disabilities. Building on findings from a systematic review of prior research, this study derives a conceptual model ii identifying the two opposing extreme patterns that characterize the employment phenomena of PwDs: one leading to authentic inclusion, and the other maintaining the status quo, with its risk of discriminatory behavior in non-inclusive contexts. A particular pattern described as inauthentic inclusion was also identified and included in the model. This pattern shows an interaction between employment strategies influenced by values of social equity and mechanisms that lead to either employees changing their stigmatizing beliefs about fellow colleagues with disabilities, or resisting change and engaging in behaviors that maintain stigma manifestations in workplace interactions. The scope of this study was limited to the phenomena surrounding the employment of individuals with neurodivergence (e.g., Asperger’s, ADHD, epilepsy, autism, dyslexia), developmental (e.g., Down’s syndrome, speech and language disorders) and/or mental health (e.g., PTSD, TBI, anxiety, depression) related disabilities. The results provide significant implications for researchers exploring the complex issues surrounding the employment of people with these disabilities. Based on this study’s findings, recommendations are made for practitioners interested in developing a more inclusive workforce and reducing discrimination risk and perceptions of liability associated with their employment. Keywords: Accommodation, Americans with Disabilities Act (ADA), anxiety, authentic inclusion, CIMO, cognitive dissonance, diversity strategy, developmental disabilities, discrimination, equal employment opportunities, neurodivergence, persons with disabilities (PwDs), threat iii © Copyright by Camelia Magdalena Fawzy 2015 iv Dedication I dedicate my work to my sons, Matei and Marcu Fawzy, who give me a level of courage and strength I never thought I was capable of, who show me every day that difference is wonderful, should be treasured and used to better our society. I hope my work will contribute to making their future world more open to human diversity. I dedicate this achievement to my parents Nicolae and Rodica Tache; I could not have arrived at this point if not for their amazing love and life-long support. I will always be grateful to them for raising me to believe that I can achieve anything I want as long as I am willing to work hard for it. They made incredible efforts for creating a safe and supportive environment in which independent thinking was encouraged, mistakes were seen as learning opportunities, and better times were always envisioned. This contributed to my ability to overcome challenges and move forward through difficult times. I feel truly fortunate to be their daughter and forever grateful to them for all my achievements. Draga Mama si Tata, cuvintele nu reflecta suficient gratitudinea mea pentru dragostea si grija cu care m-ati crescut, pentru intelepciunea cu care mi-ati ghidat copilaria si pentru supportul nelimitat in ciuda constrangerilor specifice vremurilor prin care am trecut. Atitudinea voastra positiva m-a ajutat sa depasesc momentele grele pe care le-am intalnit in viata si sa folosesc fiecare ocazie pentru a invata si a devenii o fiinta umana mai buna. Dragostea si intelepciunea voastra si-a pus amprenta pe toate implinirele mele personale si profesionale, printre care si aceasta teza de doctorat pe care v-o dedic cu toata inima. I dedicate this work to my husband, Mazen Fawzy for showing me every day what kindness, respect and commitment truly mean. I feel so fortunate that our paths have met and that I am loved by, learn from and raise two wonderful boys with an amazing person who sees v nothing but goodness in people. This work and the transformation of my thinking would have never been achieved without your amazing support and kind guidance. A special dedication goes to my late father in-law, Moharram Fawzy, a native of Alexandria, Egypt, who came to this country on a Fulbright scholarship; an inventor who fought a multitude of stigmatizing labels in his quest to build a good life for himself and his family in his new country; a kind and wise human being who encouraged me to fully develop my potential. His belief in me was truly empowering and his thought provoking life stories deepened my understanding of how society influences one’s ability to reach his/her full potential. I dedicate this dissertation to all persons labeled as “disabled” for their efforts to teach those “non-disabled” the power and beauty of difference. I dedicate this dissertation to all educators, advocates, and service providers who perceive goodness and strength in every human and work tirelessly to enable those “with disabilities” cope with unwelcoming environments and demonstrate their strengths and their talents. I dedicate this work to family members, friends, supervisors and colleagues who bravely open their minds and engage in a transformational learning process that makes the world a better place not only for their fellows labeled “with disabilities” but for us all. vi Acknowledgements We cannot solve our problems with the same thinking we used when we created them. Albert Einstein I would like to acknowledge my dissertation advisors and faculty who guided me through this significant journey of growth. Thank you Dr. Mierzwa for patiently guiding me through a complex research process, for allowing me to wrestle with the past, and for helping me find the way towards an unbiased outcome that could positively impact society. Thank you Dr. Breckon for constantly challenging and expanding my thinking. My sincere gratitude goes to Dr. Winters for deepening my thinking through our conversations about prejudice, racism, and thinking differences; for believing in my potential and empowering me to become the person that completed this dissertation. To all my faculty that influenced my thinking; my gratitude goes to Dr. SchWeber for opening the door to Kahneman’s life work and gentle introduction to the world of academic conferences. I am also thankful for Dr. Sherlock’s guidance through the process of choosing my research methodology as it ultimately led to finding answers. My gratitude goes to Dr. Anna Seferian for her transformational leadership and kind guidance when as an immigrant I found myself struggling to find my way in such foreign circumstances. I cannot thank enough my cohort colleagues for their challenging but respectful and thoughtful discourse that influenced this work. Brenda, Jamie, Jessica, Katherine, JoAnne, Joe, Penny, Robert, and Steve, thank you for your contribution to strengthening my research and for your support during this difficult learning journey. I am also grateful for the kind advice and objective perspectives provided by all my subject matter experts; they have all expanded my thinking and influenced the outcomes of this research. Special thanks go to Dr. Edmund Howe for pointing to the gray areas where we find vii the greatest ethical dilemmas that we need to negotiate as we support and guide our clients “with disabilities”. My deepest gratitude goes to Madeleine Will, former VP with NDSS VP, Martin Gerry VP with the Institute for Economic Empowerment, and Selene Almazan, advocate and former Executive Director with MCIE, for their incredible efforts to improve the quality of life for those “with disabilities”. Their vision helped me find my way back when life circumstances might have pushed me away. Special thanks go to two amazing educators, Ms. Merritt and Ms. Hill for showing me what can really be done within the limits of an institutional structure when one has passion to ensuring that all children reach their full potential. I don’t have enough words to thank the leadership, educators and professionals who have become my son’s second family at St. Elizabeth School, Baltimore, MD. Their belief in human greatness, their dedication and tireless efforts have shown me what it takes to empower children carrying the most stigmatized labels and help them develop their potential fully. I am grateful to my brother, Iulian Tache for his love and influence on my upbringing. Thank you for always listening and pushing back lovingly. You have forced me to think deeper and make better choices. I am most thankful to my wonderful friends Flori Willard, Nora Webster, and Alina Moore for their patience and support, kind listening and perspectives that pushed my efforts forward. Special thanks go to Olha Onyshko for her friendship and gentle exposure to opposing views associated with the inclusion of children with disabilities. Finally, I would like to acknowledge my first supervisor, Victor Topalu, a Romanian engineer turned business man after the fall of the communist regime in Romania. His management style showed me early on the value of empowerment and of displaying genuine respect for everyone. I am fortunate to have had his and my father’s leadership examples guiding me as an entrepreneur and as a management practitioner. viii Table of Contents Dedication......................................................................................................................................iv Acknowledgements........................................................................................................................vi List of Tables.........................................................................................................................…....xii List of Figures…………………………………………………………………………………...xiii Chapter 1: Introduction and Overview of the Dissertation………………………………………....4 Problem Statement…………………………………………………………………….......4 The Research Question…………………………………………………………………...14 The Purpose of the Study…………………………………………………………………15 Significance of This Study for Management……………………………………………..17 Scope and Study Limitations………………………………………………………….….19 Conclusion Chapter 1…………………………………………………………………….22 Organization of Dissertation Chapters…………………………………………...23 Chapter 2: Literature Review…………………………………………………………………….24 Introduction……………...……………………………………………………………….24 Critical Analysis of Literature Themes…………………………………………………..25 Contextual Structural and Cultural Change Dynamics…………………………...25 Interventions to Reduce Discrimination and Improve Inclusion…………………36 Change Mechanisms and Outcomes……………………………………………...45 Psychological Safety Influence on Dissonance as Mechanism to Changing Beliefs…................................................................................................49 Interpretive Framework…………………………………………………………………..58 Contextual Factors Influencing the Alignment of Formal and Informal Structure……..........................................................................................59 ix Thesis Statements…………………………………………………….…………………..64 Transition to Chapter 3 Methodology………………….………………………………....64 Chapter 3: Methodology……………………………………………….………………………....65 The Theory and Practice of Evidence-Based Research…………………………………..65 The Systematic Review Methodology in Management Research.............................…......66 Systematic Review Using Realist Synthesis……………………………………...69 The Systematic Review Process………………………………………………………….70 Review Initiation-Defining Scope and Research Question………………………71 Theoretical Model………………………………………………………………………..73 Identifying and Collecting Evidence……………………………………………..75 Evidence Quality Appraisal…………………………………………………........79 Extracting and Data Processing…………………………………………………..82 Considerations from the Expert Panel………………………………………...….85 Summary of Results……………………………………………………………………...90 Data Analysis Iteration 1-Analysis of Coded Segments………………………....90 Iterations 2-Relationships Matrix Analysis……………………………………....96 Synthesis of the Results…………………………………………………………………101 Summary………………………………………………………………………………..102 Chapter 4: Analysis of Findings………………………………………………………………...103 Findings of Evidence……………………………………………………………………103 The Inclusion Pattern of Interaction…………………………………………………….104 Evidence on Thesis Statement 1- An Inclusive Organizational Context………...104 Perceptions of Justice and Organizational Support Influence on Change Mechanisms…....................................................................................111 x Evidence on Thesis 2- Belief Change Mechanisms……………………………..121 The Non-Inclusion Pattern of Interaction……………………………………………….130 ADA Compliance Interventions, Stigma and Threat Perceptions……………….132 Threat and Injustice as Mechanisms Leading to Belief Change Resistance……139 The Inauthentic Pattern of Interaction…………………………………………………..146 Redemption and Rationalization as Mechanism to Reducing Dissonance............150 Reinterpreted Conceptual Model…………………………………………………….….156 Summary of Findings……………………………………………………………….…..157 Interpretation of Findings Limitations…………………………………………………..159 Chapter 5: Conclusions and Implications for Management Practice…………………………...161 Study Conclusions……………………………………………………………………....161 Normative Re-education Change Strategy for Achieving Authentic Inclusion………...164 How Can Contextual Conditions Be Effective in Supporting Individual Change? ..............................................................................................166 The Power-Coercive Change Strategy Leading to the Non-Inclusion Pattern……….....169 Moral Power-Coercive Change Strategy Leading to Inauthentic-Inclusion……………170 Implications for Management Practice………………………………………………….172 Implications for Further Research……………………………………………………....175 Summary Observations…………………………………………………………………177 References………………………………………………………………………………………180 Appendix A. Interpretative Theoretical Model and Propositions………………………............211 Appendix B. Search Results…………………………………………………………………….212 Appendix C. Quality Assessment.................................................................................................214 Appendix D. Final Dataset- Studies Included in the Analysis and Synthesis Stages...................219 xi Appendix E. Data Descriptive Statistics.......................................................................................226 Appendix F. Coding System in MaxQDA....................................................................................228 Appendix G. Distribution of Coded Evidence..............................................................................229 Appendix H. Evidence Characteristics.........................................................................................230 Appendix I. Subject Matter Experts Feedback Summary.............................................................231 Appendix J. Sample Excel Data Collection Matrix......................................................................232 Appendix K. MaxQDA Data Analysis Tools ...............................................................................233 Appendix L. Relationship Patterns Excel Tables..........................................................................235 xii List of Tables Table 1. The cognitive and behavioral constructions of stigma…………………………………...9 Table 2. Comparison between Affirmative Action/Social Justice Diversity Approach and Diversity Management........................................................................................….........43 Table 3. Propositions summary…………………………………………………………………..57 Table 4. Inclusion Criteria..............................................................................................................77 Table 5. Exclusion Criteria......................................................................................................…...78 Table 6. Database Search-Key Words…………………………………………………………....78 Table 7. Calculation of WoE…………………………………………………………………......81 Table 8. Frequency of Coded Segments………………………………………………………….91 Table 9. The Inclusion Pattern- Data summary……………………………………………….....119 Table 10. CIMO 1-Authentic Inclusion Pattern of Interaction…………………………………..130 Table 11. The Non-Inclusion Pattern- Data summary ………………………………………......142 Table 12. CIMO 2-Non-Inclusion Pattern of Interaction ……………………………………….145 Table 13. The Inauthentic-Inclusion Pattern- Data summary ……………………………….....153 Table 14. The Inauthentic Inclusion Pattern …………………………………...........................155 xiii List of Figures Figure 1. Literature review structure…………………………………………………………......25 Figure 2. Interpretative model of inclusion and non-inclusion patterns of interaction……….....59 Figure 3. Stages of systematic review…………………………………………………………....72 Figure 4. PRISMA Diagram..........................................................................................................76 Figure 5. Primary evidence target……………………………………………………………......83 Figure 6. Coded text segments-Level 1-CIMO………………………………………………......92 Figure 7. Cultural contextual characteristics- Coded text segments…………………………......92 Figure 8. Structural interventions- Coded text segments………………………………………...93 Figure 9. Mechanisms- Coded evidence segments……………………………………………....94 Figure 10. Outcomes- Coded evidence segments………………………………………………..95 Figure 11. Reinterpreted conceptual model………………………………………………….....156 Figure 12. Internal and external factors influencing the management of an inclusion process...1611 Chapter 1: Introduction and Overview of the Dissertation Managers face complex employment environments while coordinating the activities of an increasingly diverse workforce in which employees’ decisions and behaviors are influenced by their demographic, occupational, cultural and ethnic backgrounds, by a multitude of thinking styles, of skills and abilities. Dec

    2016 - 2017 UMUC Stateside Undergraduate - Catalog

    Author
      Publication venue
      University of Maryland University College (UMUC)
      Publication date
      Field of study
      No full text
      U

      Maryland Commission on Cybersecurity Innovation and Excellence _ UMUC

      Author
      Publication venue
      University of Maryland University College (UMUC)
      Publication date
      Field of study
      No full text

      Commission Members - Maryland Commission on Cybersecurity Innovation and Excellence - Office of Legal Affairs - UMUC

      Author
      Publication venue
      University of Maryland University College (UMUC)
      Publication date
      Field of study
      No full text

      2016 - 2017 UMUC Europe Undergraduate - Catalog

      Author
        Publication venue
        University of Maryland University College (UMUC)
        Publication date
        Field of study
        No full text
        Europ

        Addressing potential risks in financial market.

        Author
        Publication venue
        University of Maryland University College (UMUC)
        Publication date
        Field of study
        No full text
        This study uses the qualitative method along with three case studies. While the result is limited to the application of three cases, this research can be useful when selecting a macroprudential tools for managing risks of a financial crisis.1 AddressingAddressingAddressingAddressing AddressingAddressingAddressingAddressingAddressing Potential Potential Potential Potential Potential Potential Potential Potential Potential Risk RiskRisks in Financial FinancialFinancialFinancialFinancialFinancialFinancial MarketMarket MarketMarket Soo Soo-jin Shinjin Shinjin Shinjin Shin jin Shinjin Shinjin Shin [email protected]@[email protected] [email protected]@faculty.umuc.edu [email protected] [email protected]@[email protected]@faculty.umuc.edu [email protected]@[email protected] [email protected] The Undergraduate SchoolThe Undergraduate SchoolThe Undergraduate School The Undergraduate SchoolThe Undergraduate SchoolThe Undergraduate School The Undergraduate SchoolThe Undergraduate School The Undergraduate SchoolThe Undergraduate SchoolThe Undergraduate School The Undergraduate School The Undergraduate School The Undergraduate SchoolThe Undergraduate SchoolThe Undergraduate School University of Maryland CollegeUniversity of Maryland University CollegeUniversity of Maryland University CollegeUniversity of Maryland University CollegeUniversity of Maryland University College University of Maryland CollegeUniversity of Maryland University CollegeUniversity of Maryland University CollegeUniversity of Maryland University CollegeUniversity of Maryland University College University of Maryland CollegeUniversity of Maryland University College University of Maryland CollegeUniversity of Maryland University College University of Maryland CollegeUniversity of Maryland University CollegeUniversity of Maryland University CollegeUniversity of Maryland University College University of Maryland CollegeUniversity of Maryland University CollegeUniversity of Maryland University CollegeUniversity of Maryland University CollegeUniversity of Maryland University College University of Maryland CollegeUniversity of Maryland University College University of Maryland College Summer Summer Summer Summer 2016201620162016 2 Abstract bstract bstract This study usehis study usehis study use his study usehis study usehis study use his study usehis study use s the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with the qualitative method along with threethree threethree case studies. case studies. case studies. case studies. case studies. case studies. case studies. While the result is While the result is While the result is While the result is While the result is While the result is While the result is While the result is While the result is While the result is While the result is While the result is While the result is limited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, t limited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, t limited to the application of three cases, tlimited to the application of three cases, t limited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, t limited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, t limited to the application of three cases, tlimited to the application of three cases, t limited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, t limited to the application of three cases, tlimited to the application of three cases, tlimited to the application of three cases, t limited to the application of three cases, tlimited to the application of three cases, t limited to the application of three cases, this research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when his research can be useful when selecting a selecting a selecting a selecting a selecting a selecting a selecting a selecting a selecting a macroprudential macroprudential macroprudential macroprudential macroprudential macroprudential macroprudential macroprudential macroprudential toolstools toolstools for for for managing managing managing managing managing managing managing risks of risks of risks of risks of risks of a financial financial financial financial financial financial crisiscrisiscrisiscrisis crisis. Key WordsKey Words Key WordsKey WordsKey Words Key Words : Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity Liquidity Risk, Maturity RiskRiskRisk , Debt Risk , Debt Risk, Debt Risk , Debt Risk, Debt Risk, Debt Risk, Debt Risk, Debt Risk , Macroprudential Macroprudential MacroprudentialMacroprudential Macroprudential Macroprudential MacroprudentialMacroprudentialMacroprudential ApproachApproach ApproachApproach Approach, FinancialFinancialFinancial Financial FinancialFinancial RegulationRegulation Regulation Regulation RegulationRegulation 3 Introduction Introduction Introduction IntroductionIntroductionIntroduction Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future Lessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future crisisLessons from past crisis will be helpful in dealing with the present and future (Group of Thirty (Group of Thirty (Group of Thirty (Group of Thirty(Group of Thirty (Group of Thirty [G30][G30] , 2015 , 2015 ; Reinhart ; Reinhart ; Reinhart ; Reinhart ; Reinhart & Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya Rogoff, 2009; Acharya & RichardsonRichardson Richardson , 2009 , 2009 ). The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter The Global Financial Crisis (hereafter referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the referred to as GFC) reveals the potential potential potential potential potential risk of risk of risk of shadow banking shadow banking shadow banking shadow banking shadow banking at the the G20 LeadersLeadersLeadersLeadersLeadersLeaders ’ SummitSummit Summit (Financial Stability B (Financial Stability B (Financial Stability B(Financial Stability B (Financial Stability B(Financial Stability B(Financial Stability B(Financial Stability Board [FSB], 2015)ard [FSB], 2015) ard [FSB], 2015)ard [FSB], 2015)ard [FSB], 2015)ard [FSB], 2015)ard [FSB], 2015)ard [FSB], 2015) ard [FSB], 2015) . The shadow banking is a term that has been used in market The shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in market The shadow banking is a term that has been used in market The shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in market The shadow banking is a term that has been used in market The shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in market The shadow banking is a term that has been used in market The shadow banking is a term that has been used in market The shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in market The shadow banking is a term that has been used in market The shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in marketThe shadow banking is a term that has been used in market The shadow banking is a term that has been used in market The shadow banking is a term that has been used in market The shadow banking is a term that has been used in market The shadow banking is a term that has been used in market-based financing with based financing with based financing with based financing with based financing with based financing with based financing with based financing with based financing with based financing with based financing with concerns by some people concerns by some people concerns by some people concerns by some people concerns by some people concerns by some people concerns by some people concerns by some people concerns by some people concerns by some people concerns by some people of its negative conn its negative conn its negative conn its negative connits negative connits negative conn its negative conn its negative connits negative connits negative conn otation in otation in financial financial financial market. market. market. This research research researchresearch research, however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses however, does not use the term shadow banking negatively. This study uses “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is “shadow banking” as the term is commonly used by the Financialcommonly used by the Financial commonly used by the Financial commonly used by the Financialcommonly used by the Financialcommonly used by the Financial commonly used by the Financialcommonly used by the Financialcommonly used by the Financialcommonly used by the Financial commonly used by the Financialcommonly used by the Financialcommonly used by the Financialcommonly used by the Financial commonly used by the Financial Reserve Board (FRBReserve Board (FRBReserve Board (FRB Reserve Board (FRB Reserve Board (FRBReserve Board (FRBReserve Board (FRBReserve Board (FRB Reserve Board (FRB Reserve Board (FRBReserve Board (FRBReserve Board (FRBReserve Board (FRBReserve Board (FRB). Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), Bank for International Settlements (BIS), FinFin ancial Stability ancial Stability ancial Stability ancial Stability ancial Stability ancial Stability ancial Stability ancial Stability ancial Stability Board (FSBoard (FSBoard (FSB oard (FSB oard (FSBoard (FSB), International International International International International International International Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary Fund (IMF), and World Bank also commonly use the term shadow banking. Monetary F

        Training programs in the federal government: A systematic review of how effectiveness is evaluated

        Author
        Publication venue
        University of Maryland University College (UMUC)
        Publication date
        Field of study
        No full text
        This study explored these questions:How are Federal government agencies evaluating the effectiveness of their training programs? What methods and types of evaluation are being employed? How often are programs being evaluated and at what level? What barriers exist that impede evaluating training for effectiveness in the Federal government?Training Programs in the Federal Government: A Systematic Review of How Effectiveness is Evaluated The Problem for Training Managers Preliminary Findings Billions of taxpayer dollars are spent every year on training and development programs in the Federal government with little to no summary evidence that connects the dollar to the results. New legislation over the past few years has required greater accountability of training and development funding which has increased primary research in the field, but no summary evidence for the field. This study fills that void and provides an evidence summary for use in both policy formation and practice. Dissertation Committee Dr. John Sherlock, Chair Dr. Walter Cason Dr. Kuan Collins Subject Matter Experts Dr. Paulette Holmes Dr. Jim Kirkpatrick Dr. Jack Phillips Preliminary Implications for Practice Brinkley R. Hypes, MBA The Graduate School University of Maryland University College, Adelphi, MD The Evidence Research Question “How are Federal government agencies evaluating the effectiveness of their training programs?” This study also explored three sub questions, specifically: 1.What methods and types of evaluation are being employed? 2.How often are programs being evaluated and at what level? 3.What barriers exist that impede evaluating training for effectiveness in the Federal government? Methodology By thematically synthesizing the scholarly evidence, the findings include: 1.Overall, Federal government agencies are not evaluating for training effectiveness on a regular and reoccurring basis. 2.Those that are evaluating their programs with training effectiveness measures are using either the Kirkpatrick or Phillips model only. 3.The majority of Federal agencies are only evaluating for effective training (levels 1 and 2) and evaluating for training effectiveness occurs on a much less frequent basis (levels 3, 4, and 5). 4.Eight barriers impede evaluating for training effectiveness: (a) time limitations, (b) limited managerial support, (c) low employee interest, (d) specialized skillset needed, (e) limited funding, (f) publication itself, (g) technology, and (h) limited resources/coverage. Weight of Evidence (WoE) Framework Search Strategy PRISMA Diagram Word Cloud Conceptual Model Coding Matri

        Organizational Attractiveness and the R & D Talent Search Challenges at the U. S. National Labs: A Systematic Review

        Author
        Publication venue
        University of Maryland University College
        Publication date
        Field of study
        No full text
        Public and private knowledge-based organizations in the current high-technology economies rely on the talent of their research and development (R&D) workers for growth and a sustainable competitive advantage. The importance of talented R&D workers to high tech institutions’ survival has sparked a war for talent where public and private organizations are increasingly looking to position themselves as attractive employers. The United States National Laboratories is one public sector laboratory most in need of R&D talents. Employment choice literature indicates that organizational attraction exists when there is a compatibility of needs-supplies factors or similarity of fundamental characteristics, or both, between a worker and an organization. Based on person-organization (P-O) fit, this dissertation employed the systematic review methodology to search for, aggregate, and synthetize available scholarly research that studied the effects of organization attractiveness on job seekers’ employer of choice decisions. Results from these studies revealed that high-level compensation and competitive entry pay are job attractors. Evidence from these studies also indicated that talented R&D workers tend to favor an organization’s cultural and intellectual values over its materialistic values. These findings suggest that the National Labs might utilize intrinsic values such as a creative environment with autonomy, company image and social value, family-friendly policies, revenue sharing, and entrepreneurship to counteract their inability to use responsive monetary compensation in their talent attraction quest. There is a need for future evidence-based studies to investigate the National Labs characteristics that could be successful job attractors and the efficacy of hiring R&D talents at National Labs.Running Head: NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS Organizational Attractiveness and the R & D Talent Search Challenges at the U. S. National Labs: A Systematic Review Hue Anh Pham A Dissertation Submitted to the Graduate Faculty of University of Maryland University College In Partial Fulfillment of the The Requirements for the Degree of Doctor of Management April 7, 2016 Dissertation Committee: Bryan Booth, PhD Leslie Dinauer, PhDNATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS ii Abstract Public and private knowledge-based organizations in the current high-technology economies rely on the talent of their research and development (R&D) workers for growth and a sustainable competitive advantage. The importance of talented R&D workers to high tech institutions’ survival has sparked a war for talent where public and private organizations are increasingly looking to position themselves as attractive employers. The United States National Laboratories is one public sector laboratory most in need of R&D talents. Employment choice literature indicates that organizational attraction exists when there is a compatibility of needs-supplies factors or similarity of fundamental characteristics, or both, between a worker and an organization. Based on person-organization (P-O) fit, this dissertation employed the systematic review methodology to search for, aggregate, and synthetize available scholarly research that studied the effects of organization attractiveness on job seekers’ employer of choice decisions. Results from these studies revealed that high-level compensation and competitive entry pay are job attractors. Evidence from these studies also indicated that talented R&D workers tend to favor an organization’s cultural and intellectual values over its materialistic values. These findings suggest that the National Labs might utilize intrinsic values such as a creative environment with autonomy, company image and social value, family-friendly policies, revenue sharing, and entrepreneurship to counteract their inability to use responsive monetary compensation in their talent attraction quest. There is a need for future evidence-based studies to investigate the National Labs characteristics that could be successful job attractors and the efficacy of hiring R&D talents at National Labs. Keywords: U.S. National Labs, R&D workers, person-organization fit, intrinsic attractors, extrinsic attractors, employment, hiringNATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS iii Dedication "Things can be taken away from you; however, no one can take away what you have learned." Since my childhood, these words of my late mother have lived in my conscience. As a consequence, intellectual pursuit has always been my spiritual refuge. Today, from above, my mother is smiling happily seeing her only daughter finally complete her doctoral education. Mother, this DM degree is also yours. We have completed this journey together at our combined ages of 179 years young. NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS iv Acknowledgements My doctoral education would not have been possible without the support and patient guidance of my advisor, Dr. Leslie Dinauer. Her insight has been vital to my academic development. I would also like to express my sincere thanks to Dr. Bryan Booth for being a part of my dissertation committee, reading and commenting on my dissertation. Appreciation is also extended to the University of Maryland University College faculty for their expertise and devotion to the DM program. Special thanks to Monica Graham for her guidance in keeping me on track with my DM course schedules. NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS v Table of Contents Abstract .......................................................................................................................................... ii Dedication..................................................................................................................................... iii Acknowledgements....................................................................................................................... iv List of Tables ............................................................................................................................... vii List of Figures .............................................................................................................................. viii Chapter 1: Introduction................................................................................................................... 9 Problem Statement .................................................................................................................... 11 Purpose of the Study ................................................................................................................. 14 Research Question and Methodology ....................................................................................... 15 Significance of the Study.......................................................................................................... 16 Definition of Terms................................................................................................................... 17 Organization of the Dissertation ............................................................................................... 20 Chapter 2: Literature Review........................................................................................................ 21 Bayh-Dole Act: An Extrinsic Value ......................................................................................... 22 Person-Organization (P-O) Fit.................................................................................................. 23 Tangible Characteristics............................................................................................................ 27 Intangible Characteristics.......................................................................................................... 29 Summary.................................................................................................................................. 33 Chapter 3: Research Methodology............................................................................................... 36 Systematic Review Methodology and Evidence-Based Research............................................ 36 Formulation of the Research Question ..................................................................................... 41 Research Strategy and Data Sources......................................................................................... 41 NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS vi Screening of the Identified Studies ........................................................................................... 43 Quality Assessment................................................................................................................... 46 Synthesis of the Studies ............................................................................................................ 47 Findings Dissemination ............................................................................................................ 48 Summary.................................................................................................................................. 49 Chapter 4: Findings....................................................................................................................... 50 Overview of the Findings.......................................................................................................... 53 Intrinsic Attributes as Attractors for R&D Workers................................................................. 58 Combining Intrinsic Values with Compensation to Attract R&D Workers ............................. 68 Conceptual Model..................................................................................................................... 74 Conclusion ............................................................................................................................... 75 Chapter 5: Discussion and Suggestions for Further Research ...................................................... 77 Implications to the National Labs ............................................................................................. 79 Limitations of the Study............................................................................................................ 81 Suggestions for Further Research ............................................................................................. 82 Conclusion ............................................................................................................................... 83 References.................................................................................................................................... 85 Appendix A: Location of National Laboratories, Office of Science, Department of Energy ... 105 Appendix B: Quality Assessment Results ................................................................................. 106 NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS vii List of Tables Table 1. ABS Journal Quality Guide Ranking............................................................................. 45 Table 2. Summary of Findings..................................................................................................... 51 Table 3. Innovative and High QualityWorkers: Job Attractors ................................................... 54 Table 4. Corporate Reputation and Image as Job Attractors ....................................................... 55 Table 5. Personality Characteristics Fit Between Job Seekers and the Organization.................. 56 Table 6. Intrinsic Attractors for National Lab R&D Workers ..................................................... 78 NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS viii List of Figures Figure 1. Theoretical framework of person-organization fit ....................................................... 25 Figure 2. Flow chart demonstrating the research identification process ..................................... 40 Figure 3. Conceptual model representing the person-organization fit......................................... 75 NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS 9 Chapter 1: Introduction Public and private knowledge-based organizations in the current high-technology economies rely on the talent of their research and development (R&D) workers for growth and sustainable competitive advantage (Kalotay, Pollan, & Fredriksson, 2005; OECD, 2008a). These organizations consider high tech individuals their critical human resources (Mutsuddi & Mutsuddi, 2008). Since R&D workers “generate knowledge which can be used to create innovation” (OECD, 2011, p.17), they are highly sought after workers in the competitive R&D industry (Mutsuddi & Mutsuddi, 2008). The importance of talented R&D workers to the survival of many high tech institutions has sparked a war for talent (Ewerlin, 2013) where public and private organizations are “increasingly looking to position themselves as attractive employers” (p. 280). Public R&D organizations conduct research with purposes different from those of private sector R&D organizations. In private companies, the goal is profits and research is a means to that end. Public R&D institutions, however, exist to generate knowledge and innovation for the prosperity and security of the nation and to improve living standards for society as a whole (Brookhaven National Laboratory, 2012). Knowledge produced by public R&D organizations drives the development of many innovative and vital products in the private sector across all economic sectors of the United States economy. Public sector R&D research begins with the talented workforce at the 10 United States Department of Energy Office of Science National Laboratories or National Labs (Cohen, Nelson, & Walsh, 2002; Investing in Federal R&D, 2011) located around the United States (Appendix A). As publicly funded R&D institutions, the National Labs’ mission is to improve the safety and prosperity of the nation. To that end, the National Labs conduct research that has strong NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS 10 public and national purpose (Brookhaven National Laboratory, 2012). Their discoveries have been widely recognized as the fundamental basis of several consumer products on the market (Cohen et al., 2002; OECD, 2003). For example, Brookhaven National Laboratory in Upton, New York discovered technetium-99m, the leading radiotracer used in the diagnosis of heart disease and other ailments in millions of people each year (Brookhaven National Laboratory, 2012). Ames National Laboratory in Iowa developed a lead-free formula that is used by more than 60 countries worldwide to help meet restrictions banning lead from consumer products (Lawrence Berkeley National Laboratory, 2011). The National Labs R&D talent is the nation’s intellectual asset and an R&D worker’s choice of a vocation in the public sector is critical to the vitality and mission of the National Labs (U.S. Department of Energy, 2007). Recruiting these individuals is a central goal for National Labs resource managers. Yet, despite the benefits to the nation and to American industry’s competiveness in the R&D marketplace, the National Labs are struggling to attract talented, highly specialized workers (Cohen & Noll, 1996) largely because the Labs competitive advantage is hampered by their inability to compete on wages. Sponsored and primarily funded by the Department of Energy, National Labs must adhere to a salary structure mandated by the Department of Energy. A few legislative acts have given some relief in compensation competitiveness, but it is not sufficient to attract highly qualified job seekers with monetary incentives alone (Jaffe & Lerner, 2001; OECD, 2003). Other job incentives or employment attractors must be used to counterbalance the public sectors lack of competitive advantage in matching private sector salary offerings. This study examines organizational characteristics that most influence high potential R&D job seekers to join a particular organization and from this develops a model of employment NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS 11 attractors that can be utilized in public high tech institutions’ R&D hiring. An analysis of available studies can provide resource managers at the National Labs, as well as other public R&D organizations, with a practical managerial tool for hiring R&D applicants with the highest potential. Both tangible (Cable & Judge, 1994) and intangible (Catanzaro, Moore, & Marshall, 2010) attractors perceived by talented job seekers as relevant in their job choice decision will be examined. Problem Statement To remain competitive, the National Labs must develop the ability to attract high potential research and development (R&D) talent in a global marketplace where high demand for talented workers is a significant problem for public sector R&D institutions (Balkin & Gomez-Meija, 1984; Lin & Tang, 2009). The National Laboratories, one of the nation’s most productive public research institutions, is at a significant disadvantage if monetary compensation is the primary attractor in forming a competitive job offering for talented workers in the R&D sector. Public R&D organizations are primarily funded by tax money and are, therefore, not in a position to use monetary compensation to compete with private organizations or other entities in general. The National Labs compensation system, under the jurisdiction of the Department of Energy Office of Science, is not to be modified for competitive advantage in recruiting prospective highly qualified workers. Another struggle exists thanks to a demographic shift of R&D talents in the United States that increases the intensity of competitiveness in private and public sectors (Frank & Taylor, 2004; Poocharoen & Lee, 2013). Studies by the National Science Foundation (2012) and Department of Labor (U.S. Department of Labor, Bureau of Labor Statistics, 2008, 2015) show that skilled and talented R&D workers of the Sputnik generation age 60 and older are leaving the NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS 12 workforce. NSF statistics show that the retirement of these skilled R&D workers is leaving a void in the science and engineering (S&E) workforce. The Gen X and Millennial generational cohorts have not produced enough young S&E workers to compensate for the exit of the older cohort. This workforce demographic change creates an employment market that gives available talented R&D job seekers the advantage in job search and compensation negotiations (Kuptsch & Pang, 2006). Importantly, although foreign born scientists and engineers have been a reliable pool for the United States academia and research workforce (National Science Foundation [NSF], 2012), some evidence suggests that the stay rate of talents from the two top countries of origin (China and India) have declined lately (NSF, 2012) and talents from Japan, South Korea, and Taiwan were less likely to stay in the United States than those from China and India (NSF, 2012, p. 3-51). Furthermore, evidence also demonstrates that “stay rates may vary for doctorate recipients from graduate programs of different quality… Doctorate recipients from graduate programs designated among the top 25 were somewhat less likely to remain in the United States than were graduates of other programs” (NSF, 2012, p. 3-52). This indicates that, while facing a shortage of national R&D talents due to the aging of S&E workforce coupling with the shortage of young cohort, the United States is also losing foreign-born high quality people who have accumulated science skill and experience from US employment to the talents’ nations of origin or other countries. Against this background, global economic changes have compounded increasingly global competition for highly specialized workers (Abella, 2006) and further raised the pressure on public R&D institutions. Two centuries ago, economic theory was based on raw materials and low wages to compete on exported goods (Abella, 2006, p. 12). In contrast, today’s economic NATIONAL LABS’ R&D TALENT SEARCH ATTRACTORS 13 theory is based on a nation’s knowledge and innovation excellence as the critical element needed to stay ahead of competitors (Barney, 1991). Since highly specialized science-based workers are the core human capital of invention and discoveries, these individuals become the most sought after employees (Ewerlin, 2013). To fuel rapid economic growth, many developing countries such as Brazil, China, India, Korea, and Singapore, have increased their competitiveness in the global market for R&D workers and absorb high potential workers with offerings of lucrative compensation and attractive benefits (Kalotay et al., 2005; Koo, 2011; OECD, 2011; Zweig, 2006). For example, to attract talents from U.S. companies Intel Corporation, Honeywell Inc., and Digital Equipment Corporation, giant Korean companies Samsung, Goldstar Co., and Hyundai Electronics Industries offered sought after talents high positions in their companies (OECD, 2008b, p. 49). This new global quest for talents has induced a greater mobility and migration among highly skilled R&D workers. These individuals will go where the most and best opportunities are offered to them (Kuptsch & Pang, 2006). As a result, many countries have introduced policies and programs to make it easier for such talents to immigrate to them (Abella, 2006). For examples, Japan and the United Kingdom have “the most formalized mobility strategies” (OECD, 2008b, p. 122) to aid job seeking researchers. Korea and New Zealand offer fellowships, grants, scholarships, and tax benefits (OECD, 2008b). The European Union (EU) has the European Researcher’s Mobility Portal that provides

        0

        full texts

        6,660

        metadata records
        Updated in last 30 days.
        University of Maryland University College: UMUC Digital Repository
        Access Repository Dashboard
        Do you manage Open Research Online? Become a CORE Member to access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard! 👇