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The power of organizational purpose in customer engagement
Get PDFIn a hyperconnected world, direct customer engagement is becoming a significant competitive advantage. Technologies like database marketing, social media, personalization, and artificial intelligence are widely available to create and support direct relationships with customers at scale; yet, as evidenced by the unabated rise in marketing and paid media costs, firms continue to use third parties to engage their audiences. At the same time, organizational purpose has been shown to drive firm value, but majority of research has focused on internal dynamics of purpose rather than its effect on external stakeholders and customers in particular. Very little has been empirically studied about how the perception of organizational purpose can provide a competitive advantage to organizations through an enhanced ability to build a direct, continuous relationships with their customers and customer trust. In this research, I explore the relationship between perceived organizational purpose and customer engagement, as well as willingness to provide personal data and engage with artificial intelligence. I delve into the role of a customer’s trust and the personal relevance of the perceived organizational purpose and hypothesize a model linking all these variables. Then, with three quantitative online survey-based studies, I test each hypothesis. The findings suggest that organizational purpose, and the perception of that purpose, can be leveraged to enhance direct customer engagement, customer trust, the ability to gather personal data and engage customers using artificial intelligence. This should encourage both scholars and practitioners to leverage a natural symbiosis between an organization, its purpose, and the customers it serves
Student engagement in model school math: a phenomenological study of student perspectives at a model continuation high school
Get PDFThe purpose of this phenomenological study was to explore the perspectives on engagement of students who had passed Model School Math (Integrated Math 1 or Algebra 1) and graduated within the years 2015 to 2019 from a Model Continuation High School in California. This study sought to discover the strategies, policies, and procedures which best supported at-risk students and adequately prepared them for college and career after attending a continuation high school. The theoretical framework used for this study was flow theory. This phenomenological qualitative study was conducted in one school district with students who attended a single site. Each student was behind on Math credits when they enrolled, and each student was able to pass their Model School Math class. In an effort to discover the student perspective on how support in math was manifested, students who graduated from 2015 to 2019, were asked to participate in an in-depth, semi-structured interview. Two conclusions were reached because of this study; (1) support for students in Model School Math must be provided in an inclusive learning environment, and (2) a Model School Math teacher needs to demonstrate care and helpfulness in their interactions and relationships with students. The conclusions developed from this study will be used to help schools identify the strategies, policies, and procedures that best support at-risk students to learn and attain a passing grade in Model School Math. These supports will enable more at-risk students to achieve and enable them to be competitive in the Knowledge Age and in their pursuit of college and career goals
Navigating Compassion For Limited Self-Awareness In A World Of Healing
No full textSo, how do we practice compassion toward those struggling with limited self-awareness, even as we’ve moved further along in our journey? How do we balance the instinct to help with the wisdom of allowing others to walk their own path? These questions form the foundation of a compassionate approach to supporting those who find themselves caught in cycles of overthinking, self-doubt, and the anxiety that keeps them from realizing their full potential
Unlocking Business Success – From Counseling To Entrepreneurship With Positive Psychology & Coaching
No full textWhen I started working as a Licensed Professional Counselor (LPC), I had a vision of a career centered around helping clients navigate the complexities of their mental health. What I didn\u27t expect was that my path would lead me to entrepreneurship–a challenging but incredibly rewarding journey. Transitioning from counselor to entrepreneur wasn\u27t just about changing professions; it was about using the principles of positive psychology to create a business that empowers others
Interventions for At-Risk Adolescents: Self-Esteem and Empowerment as Predictors of Increased Work Effort,
No full textThe principal investigator examined various predictors of change in work effort in at-risk youth that participated in the afterschool program, A World Fit for Kids (WFIT) (N=41). The program assists participants (ages 15-19) in academic achievement, life skills and employment training. Through employment training, participants learn to develop sports coaching skills, which then leads to the responsibility of coaching a latency aged sports team, a paid employment position. The purpose of the study was to see if factors including age, race, gender, intervention program, self-esteem, and empowerment contributed to a change in work effort. Additionally, self-esteem was moderated by empowerment subscales competence and impact on the WFIT participants post work effort. Results show, age, race and gender had no effect on change in work effort; however, intervention of program, empowerment, and competence were shown to be predictors of change in work effort. Additionally, self-esteem, moderated by competence, showed a significant effect on post work effort. These results demonstrate that participating in after school programs along with having s t r o n g l e v e l s o f s e l f - w o r t h a n d assertiveness, as measured by a selfreported Work Effort Scale, increase levels of work-effort. These findings suggest that after-school programs may assist participants in realizing their potential in school and in future employment. Limitations of this study include a small sample size, a non-equivalent control group, and attrition of participants