732 research outputs found
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Employee Engagement, Brain-based Psychological Safety, and the Sales Professional
No full textPurpose: The purpose of this correlational study was to determine what relationship, if any, existed between employee engagement and psychological safety as measured by the Utrecht Work Engagement Scale (UWES) and the Academy of Brain-based Leadership’s S.A.F.E.T.Y.™ Assessment and Pulse Survey domains of security, autonomy, fairness, esteem, and trust.
Methodology: A quantitative, correlational methodology was used for this study. The post-hoc sample comprised of 61 high-performing sales professionals working in California. Participants completed the three assessments online via SurveyMonkey. The data were analyzed using a Spearman correlation.
Findings: This study resulted in multiple findings, including a statistically significant relationship between all five domains of the S.A.F.E.T.Y.™ Pulse Survey (security, autonomy, fairness, esteem, and trust) and employee engagement as measured by the UWES. Additionally, the study found a negative relationship between the domain of trust as measured by the S.A.F.E.T.Y.™ Assessment and employee engagement as measured by the UWES, whereas the other four domains of security, autonomy, fairness, and esteem did not show statistical significance. Furthermore, this study resulted in statistically significant findings for seven of the S.A.F.E.T.Y.™ Assessment questions and employee engagement as measured by the UWES.
Conclusions: From the results of this study, it was concluded organizations and sales leaders must foster the five brain-based psychological safety domains of security, autonomy, fairness, esteem, and trust to impact employee engagement. Additionally, organizations must address antiquated systems not designed to foster the five domains of brain-based psychological safety.
Recommendations: Additional research is recommended to study the intersection of employee engagement and brain-based psychological safety, including to expand the research population to encompass all and not just high-performing sales professionals, expand the research to other employee groups, include demographic data, expand the research to organizations selling products, add Edmondson’s (1999) psychological safety assessment, and include qualitative research
Overcoming the Imposter Phenomenon: Exploring the Strategies Secondary Educators Used to Cope During the COVID-19 Pandemic
No full textPurpose. The purpose of this descriptive mixed-method study was to explore and describe the coping skills used by secondary teachers who identified as experiencing the impostor phenomenon (IP) by the Clance Impostor Phenomenon Scale (CIPS) (Clance, 1985) to overcome the nine behavioral characteristics of IP during the transition to distance learning in response to the COVID-19 pandemic. Methodology. This descriptive mixed-methods research design used both quantitative and qualitative techniques to identify teachers with IP and explore the coping techniques they used during distance learning. First, a quantitative 20-question diagnostic survey, the CIPS, was used to identify teachers with IP. In the qualitative phase, teachers with moderate to intense IP participated in a 12-question semi-structured interview to provide in-depth descriptive data. The qualitative data was analyzed to uncover themes in the coping strategies used during remote instruction. Findings. The findings from this research indicate that nearly 80% of secondary educators experienced moderate to frequent impostor feelings during the pandemic. Analysis of the semi-structured interviews revealed from 1-4 coping strategies for each of the characteristics. A total of 20 major themes emerged, along with five unexpected findings. Themes included (a) accepting imperfection, (b) seeking feedback, (c) engaging support networks, (d) practicing resilience and growth mindsets, (e) identifying core values, and (f) focusing on process over product. Conclusions. It is concluded that IP is a natural outcome of intense change, requiring both emotional and professional support. The researcher concluded that teachers can cope by normalizing IP experiences through peer networking and feedback, cultivating value-based mindsets that promote constructive thought patterns, being strategic when approaching long-term change, and most importantly, give themselves permission to take action, even if it is imperfect. Recommendations for Action. The researcher recommends that individuals and organizations prioritize mental health as a core value during times of change. Teachers should be taught strategies to take action and seek feedback to minimize IP intensification. Organizations should create opportunities for teachers to collaborate and seek feedback in low-risk settings, provide IP-informed induction programs for new staff, and approach change initiatives strategically to avoid triggering impostor feelings
Brand and Culture Fusion: How Marketing Directors Lead Brand and Culture Alignment at Private Non-Profit Higher Education Institutions
No full textPurpose: The purpose of this phenomenological study was to identify and describe, through the lens of activity theory (AT), the challenges and best practices of marketing directors at private, non-profit higher education institutions on how they lead brand and culture alignment.
Methodology: This phenomenological study collected, analyzed, and triangulated data through 15 semi-structured interviews and the collection of artifacts. Data was then coded into themes, frequencies were calculated, and data was organized into the four categories of AT: tools, rules, community, and division of labor.
Findings: Examination of the data found that marketing directors experienced six challenges representing all four AT categories and seven best practices representing three out of the four AT categories. Division of labor and rules represented the most significant challenge marketing directors experienced, and division of labor was the most significant best practice that supported marketing directors leading brand and culture alignment at their private non-profit higher education institution.
Conclusions: Based on the findings and literature of this study, nine conclusions were drawn that offer deeper insight into the challenges and best practices marketing directors encountered as they led brand and culture alignment. The conclusions underscored the importance of authenticity in brand and culture alignment, of proactively building collaborative relationships with key stakeholders, of support from the institution’s most senior leaders, of providing the marketing team with sufficient resources and recognizing their expertise. In addition, the conclusions identified the need for marketing directors to proactively build brand education efforts, including educating new hires upon onboarding.
Recommendations: Further research should be conducted to explore this phenomenon through the lens of other populations, such as vice presidents of marketing, faculty and students. In addition, now that challenges and best practices have been identified, a deeper dive into these items would be beneficial to further define this phenomena
A Mixed Methods Study of How High School Principals Build Trust With Staff Using Weisman’s Five Domains of Trust Model
No full textPurpose. The purpose of this mixed method case study was to identify and describe how high school principals establish trust with teachers using the five domains of connection, concern, candor, competence, and consistency (TVI, 2010). In addition, it was the purpose of this study to determine the high school principals’ perceived degree of importance of the five domains for building trust.
Methodology. This mixed methods research design used quantitative and qualitative data to analyze the research questions related to trust between high school principals and their staff. The study combined surveys and in-person interviews. The quantitative data were gathered via a 10-question online Likert scale survey. The results of the quantitative survey guided qualitative data gathering. The population for this study included high school principals in San Diego County.
Findings. The qualitative findings of this study suggest that high school principals utilize trust-building strategies from all five trust domains, with connection receiving more than one third of the responses. Concern was second with 22% of all responses. The quantitative results showed candor as most important followed by connection, with all five domains very close in overall ratings.
Conclusions. The conclusions are trust is not hierarchical or sequential, leaders must demonstrate competence in responsibilities to be trusted, word and deed must be consistent, staff needs to feel the concern and care of leaders, candor and honesty must characterize communication with staff, and leaders must build and support personal connections with staff.
Recommendations for Action: Universities should incorporate the findings of this research on the five domains of trust into their programs for aspiring principals. Further, more emphasis needs to be placed on trust building strategies in credential courses. A self-assessment instrument should be developed for principals and aspiring principals to help them determine their level of proficiency in using strategies in the five domains. School districts should provide coaching for principals in small peer groups to help them examine their strengths and needs and to expand their trust strategie
Meaning Making Within Charter Schools
No full textPurpose: The purpose of this mixed-methods case study was to identify and describe the behaviors that exemplary charter school leaders use to create a personal and organizational meaning for themselves and their followers through character, vision, relationships, wisdom, and inspiration. In addition, it was the purpose of this study to determine the followers perceived degree of importance of these behaviors to create personal and organizational meaning.
Methodology: This mixed-methods research design used qualitative and quantitative data to analyze the research questions regarding charter school CEOs as meaning makers. The study combined two methods, surveys and interviews, in a sequential manner. First, the quantitative component (surveys) were administered via a 53-question online survey. The results of the quantitative survey guided the qualitative component (interviews) by prioritizing data and themes. The population for the study included three charter school CEOs and 10 or more of their employees.
Findings: The qualitative findings of this research suggest that exemplary charter school CEOs demonstrate behaviors from each of the five meaning making domains (character, vision, relationships, wisdom, and inspiration), with character and vision indicated as the most important for making meaning. The quantitative findings gathered from the followers indicated that they perceive character and vision to be the most important when creating meaning within an organization.
Conclusions: The study’s findings support the need for charter school CEOs to utilize behaviors from each of the five meaning making domains (character, vision, relationships, wisdom, and inspiration) to create meaning for themselves and their followers. CEOs who want to develop behaviors in these domains should set aside time for planning and reflection, make ethical decisions, and participate in trainings across domains.
Recommendations: There is a need for further exploration in this area of study. Replication studies could identify different populations, exemplary traditional school district leaders, private school leaders, or look at other geographical locations. It is also recommended that additional studies be conducted in this area to add to the overall body of knowledge on meaning making
A Phenomenological Study to Describe How Hispanic Entrepreneur Women Use Mark Crowley’s Four Principles to Accomplish Extraordinary Results
No full textPurpose: The purpose of this phenomenological study was to describe how exemplary Hispanic entrepreneur women lead from the heart using Crowley’s four principles (building a highly engaged team, connecting on a personal level, maximizing employee potential, and valuing and honoring achievements) to accomplish extraordinary results in their organizations.
Methodology: A qualitative phenomenological research approach was used in this study to illuminate the lived experiences of exemplary Hispanic entrepreneur women. A sample of eight Hispanic entrepreneur women from the target population in Southern California was chosen. The sample of eight Hispanic entrepreneur women was chosen using predetermined criteria. Each participant was interviewed in a semi-structured open-ended interview using an interview protocol designed by a group of peer researchers. The research findings were triangulated using data from artifacts and observations. Using NVivo coding software, transcripts were analyzed and synthesized for themes.
Findings: Examination of the qualitative data from the eight exemplary Hispanic entrepreneur women in this study indicated various findings. Analysis of the data resulted in 18 themes and 568 frequencies among Crowley’s four heart-led principles. From those 18 themes, seven major findings emerged.
Conclusions: Based on the data and supporting literature, four conclusions were drawn: Hispanic entrepreneur women 1) who invest time in learning about employees will effectively motivate, inspire, empower and encourage them to achieve extraordinary results 2) achieve extraordinary results when they advocate for individual and their personal goals and passions to create a meaningful work environment 3) will achieve success by caring for their employees and building collaborative teams 4) who practice self-care to maximize leadership potential empower themselves and those they lead.
Recommendations: Seven recommendations emerged to further examine Hispanic entrepreneur women. Some of the recommendations include research to analyze the role of self-care in Hispanic entrepreneur success, research to target a larger population of Hispanic entrepreneur women across the United States, and a phenomenological study to examine the lived challenges of Hispanic entrepreneur women
Exemplary Practices Which Support Achievement Gaps in Reading and Writing for Hispanic ELL Learners in Title I Twenty-First Century Elementary Schools
No full textPurpose: The purpose of this phenomenological study was to identify and describe strategies used by public school 3rd, 4th, and 5th-grade teachers to support English language learners in Title I public schools.
Methodology: This phenomenological study identified and described 14 teachers\u27 3rd, 4th, and 5th-grade perceptions on effective strategies to support English language learners in reading and writing. Respondents were purposively chosen based on specific criteria and recommendations of an expert panel of experts and data was coded using NVIVO.
Findings: The expert panel members identified multiple strategies to support English language learners. Strategies include (a) Question higher level of thinking, (b) Collaborate with partners to support reading comprehension, (c) Model thinking process, (d) Graphic organizers for reading, (e) Check for understanding throughout lessons in reading, (f) Frontload vocabulary to increase understanding for reading, (g) Create interactive lessons to support comprehension in reading, (h) Make connections with literature visualizations in reading, and (i) Teach reading phonics patterns. In addition, strategies to support writing include (a) Collaborate with partners to support writing, (b) Create interactive lessons to support writing comprehension, (c) Frontload vocabulary to support writing, (d) Make connections with literature to support writing model self-editing process, (e) Model thinking process of writing, (f) Graphic organizers for writing, (g) Pictures of realia to support writing, and (h) Sentence frames to support writings.
Conclusions: School districts need to provide additional professional development and expertise in this area and state funding needs to be allocated to support students in this area. Data need to be continually monitored to provide support in this area. Recommendations: Further research is recommended to identify further research that will provide support for English language learners in Title I schools
Overcoming Self-Sabotage: The Self-Sabotaging Behaviors that Impact the Career Development of Female Charter School Superintendent/CEOs
No full textPurpose: The purpose of this explanatory mixed-methods study was to identify and describe self-sabotaging behaviors experienced by female charter school superintendent/CEOs and to explore the impact these behaviors had on their career development. A secondary purpose of this study was to identify strategies employed by female charter school superintendent/CEOs to overcome self-sabotaging behaviors.
Methodology: An explanatory sequential mixed-methods study design was utilized to identify and describe the self-sabotaging behaviors displayed by female superintendent/CEOs within the charter school system and explore the impact of these behaviors on their career progression. This study identified strategies that female charter school superintendent/CEOs utilized to overcome identified self-sabotaging behaviors. This study identified 28 female charter school superintendent/CEOs who were selected based on the sampling frame and a sample of 10 female charter school superintendent/CEOs who met study criteria. Respondents participated in a 53 question quantitative survey and a thirteen question qualitative one-on-one interview to share the self-sabotaging behaviors they have experienced in their leadership journey and the strategies used to overcome these behaviors.
Findings: Examination of quantitative and qualitative findings from 10 female charter school superintendent/CEOs provided a variety of examples of self-sabotaging behaviors and the strategies used to overcome them. Participants engaged in the nine self-sabotaging behaviors to varying degrees and provided examples to illustrate the effects of these behaviors on their career development and progression. Participants indicated acting with confidence, honest self-expression, and owning all of oneself were the top strategies used to overcome self-sabotaging behaviors throughout their charter school leadership progression.
Conclusions: The findings from this study affirm that female charter school superintendent/CEOs have participated in self-sabotaging behaviors at some point in their career journey. These self-sabotaging behaviors affect women’s confidence levels and their opportunities for professional growth. The top three strategies that female charter school superintendent/CEOs utilized to overcome the effects of self-sabotaging behaviors were honest self-expression, acting with confidence, and owning all of oneself.
Recommendations: Further research is recommended to identify the effects of self- sabotaging behaviors on female charter school superintendent/CEOs across geographic locales, as well as within underrepresented populations of women of color and LGBTQIA+ communities
The Ripple of Influence: The New ROI for Nonprofit Human Service CEOs
No full textPurpose: The purpose of this phenomenological study was to describe how exemplary nonprofit human service CEOs lead their organizations through the lens of Grenny et al.’s (2013) six sources of influence.
Methodology: This phenomenological study explored the lived experiences of 15 nonprofit human service CEOs and how they lead as influencers. Study participants were CEOs of basic needs organizations drawn from the Bank of America’s Neighborhood Builders® award recipients from 2015-2020. The researcher collected qualitative data by utilizing an interview protocol and examining organizational artifacts.
Findings: Analysis of the qualitative data from 15 nonprofit human service CEOs yielded 14 major findings. The findings were divided into six domains according to Grenny et al.’s (2013) six sources of influence. Data analysis demonstrated how these leaders apply influence so that staff members are consistently motivated and have the skills required to perform to the best of their ability.
Conclusions: Based on the data, the study featured 10 conclusions that focused on the need for leaders to develop a growth mindset and employ behaviors that inspire staff and others within their circle of influence to achieve organizational goals. The study further underscored that when leaders used influence to create a culture of empowerment and trust, innovation and collaboration thrived. Additionally, it was concluded that study participants consciously and unconsciously applied more than one of the six sources of influence to achieve desired results.
Recommendations: In an era when human service resources are finite and employee turnover is high, there is an imperative to understand better how nonprofit professionals achieve organizational goals by using influence. Leadership programs and professional membership organizations should offer trainings that deepen awareness about leading as an influencer. It would be beneficial for board members and recruitment specialists to hire leaders with proven ability to motivate and inspire staff and stakeholders. To glean holistic perspectives of how nonprofit influencers lead in a variety of missions, the researcher recommends further research be conducted with leaders of color leading nonprofit organizations in marginalized communities, nonprofit leaders located in rural settings, nonprofit professionals engaged in leading coalitions, and social workers with leadership responsibilities
The Road to Completion: Campus-Based Support Services that Lead to an Increase in Success Rates for Postsecondary Students with Foster Care Experience Using the Six Factors of Student Success
No full textPurpose: The purpose of this phenomenological study was to identify and describe the lived experiences of foster youth at California community colleges who have completed at least one major semester regarding the impact of their participation in campus support programs on their academic achievement.
Methodology: The researcher identified three community colleges within the state of California. Of this target population, purposeful sampling was applied to identify participants that were rich with information and that met specific criteria and 12 students with experience in the foster care system were identified. The researcher collected and coded data from in depth interviews.
Findings: Examination of qualitative data from the 12 interviews with community college students with foster care experience were organized by sub-research questions and aligned to the six factors of student success framework, identifying the impact that campus support services have on the academic achievement of community college students with foster care experience.
Conclusions: The study supported the conclusions that campus staff within the student support programs creating meaningful connections with students was described as one of the most impactful services made available to students. Additionally, conclusions were that financial assistance for students that extend beyond the cost of attending classes are just as important when it comes to student retention and capacity for academic success.
Recommendations: Four areas of further research were recommended to increase the body of literature related to these variables