Search results

The purpose of this paper is to explore whether male and female police officers report different levels of occupational stress and burnout. Also, the research seeks to examine whether various factors that are purported to influence occupational stress and burnout have differential effects on male and female officers.

Using a sample of police officers working in a large metropolitan department in the Northeast, the paper begins by using t‐tests to make gender comparisons between the average levels of occupational stress and burnout between male and female officers. Next, separate multivariate analyses were run for male and female officers to determine how a set of independent variables measuring the work‐environment, coping mechanisms, and other demographic characteristics affected the measures of occupational stress and burnout.

The findings indicate that male and female officers did not report significantly different levels of occupational stress and burnout. Results of the separate multivariate analyses reveal that, although there are similar predictors of stress and burnout for male and female officers, differences did exist in the models, lending support to the assertion that the female officers may experience unique stressors in the police organization. The multivariate results also indicate that African‐American female officers report significantly higher levels of burnout than other officers.

The current research adds to the knowledge about how levels and predictors of work‐related stress and burnout compare between male and female police officers. The current study is limited by its focus on only one police department located in the Northeast. This may limit the generalizability of the results.

The results of the study have implications for programs and policies that seek to prevent stress and burnout among police officers. The results of the current study indicate that a one‐program‐fits‐all approach may not be the best way for departments to help officers to deal with stress and burnout, since male and female officers may not experience or deal with these issues in a similar fashion.

Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has lagged in addressing the emotional dimensions of life at work. In this chapter therefore, beginning with a multi-level perspective taken from the OB literature, we introduce the roles played by emotions and emotional regulation in the workplace and discuss their implications for HRM. We do so by considering five levels of analysis: (1) within-person temporal variations, (2) between persons (individual differences), (3) interpersonal processes; (4) groups and teams, and (5) the organization as a whole. We focus especially on processes of emotional regulation in both self and others, including discussion of emotional labor and emotional intelligence. In the opening sections of the chapter, we discuss the nature of emotions and emotional regulation from an OB perspective by introducing the five-level model, and explaining in particular how emotions and emotional regulation play a role at each of the levels. We then apply these ideas to four major domains of concern to HR managers: (1) recruitment, selection, and socialization; (2) performance management; (3) training and development; and (4) compensation and benefits. In concluding, we stress the interconnectedness of emotions and emotional regulation across the five levels of the model, arguing that emotions and emotional regulation at each level can influence effects at other levels, ultimately culminating in the organization’s affective climate.

This descriptive study used an interview protocol developed by the Center for Creative Leadership with 50 college student leaders to determine what key developmental events young college leaders experience and the leadership lessons learned from these events. Students discussed 180 events and 734 lessons learned from them. Most events defined by students were challenging assignments, although events dealing with other people, coursework, and formal leadership programs were also mentioned. Top lessons included communication, self-identity, leadership identity, and developing leadership task and management skills. While many lessons could be learned in a variety of different ways, a number of challenging assignments stood out as important for learning certain lessons. Findings suggest that faculty and administrators involved with student leaders can help the students take a proactive approach to developing themselves as leaders by targeting important events and important lessons to learn.

The purpose of this paper is to explore the development of knowledge sharing from the perspectives of broaden-and-build theory and expectancy theory. Its research purpose is to understand how knowledge sharing is driven by such predictors as optimism, pessimism, and positive affect through their complex interactions with collectivism or power distance. In the proposed model of this study, knowledge sharing relates to optimism and pessimism via the partial mediation of positive affect. At the same time, the influence of optimism, pessimism, and positive affect on knowledge sharing are moderated by the national culture of collectivism and power distance, respectively.

This study’s hypotheses were empirically tested using data from high-tech firms across Taiwan and Malaysia. Of the 550 questionnaires provided to the research participants, 397 usable questionnaires were collected (total response rate of 72.18 percent), with 237 usable questionnaires from Taiwanese employees and 160 usable questionnaires from Malaysian employees. The data from Taiwan and Malaysia were pooled and analyzed using: confirmatory factor analysis for verifying data validity, independent sample t-tests for verifying the consistency with previous literature regarding cultural differences, and hierarchical regression analysis for testing relational and moderating effects.

This study demonstrates the integrated application of the broaden-and-build theory and expectancy theory for understanding optimism, pessimism, and positive affect in the development of knowledge sharing. The test results confirm that positive affect partially mediates the relationship between optimism and knowledge sharing and fully mediates the relationship between pessimism and knowledge sharing. Moreover, collectivism and power distance have significant moderating effects on most of the model paths between knowledge sharing and its predictors except for the relationship between pessimism and knowledge sharing.

This study extends the expectancy theory to justify how optimistic and pessimistic expectations are stable traits that dominate the way employees share their knowledge sharing. This study shows how collectivism and power distance of Hofstede’s cultural framework can be blended with the broaden-and-build theory and expectancy theory to jointly explain knowledge sharing. Besides, this study provides additional support to the adaptation theory of well-being that suggests psychosocial interventions, which manage to enhance well-being by leveraging positive affect, hold the promise of reducing stressful symptoms and boosting psychological resources among employees.

Expanding on earlier research, this paper aims to develop a more complete understanding of military experience as it relates to stress and burnout in law enforcement. The current study examines whether influences on stress and burnout vary between officers with military experience and officers without a military background.

Data for this study were obtained from earlier research on police staff at a Northeastern metropolitan city. A combination of analytic methods, including t‐tests and multivariate regression analysis, were used to explore the effects of variables on stress and burnout among military and non‐military officers.

The results indicate that negative exposures to demanding events influenced burnout for all officers. In contrast, negative exposures affected stress levels for those officers with no military experience. Coping techniques were important predictors of stress and burnout for both groups; however, contrary to expectations, police experience in years was not significant in any model. Demographic controls had no influence on stress and burnout for either group, with the exception of gender, which was a significant predictor of stress only for the non‐military group.

This research has implications for police departments interested in developing group‐based strategies for reducing stress and burnout among officers. The findings are limited in their capacity for wide geographical generalization, however, because this study represents the views of only one department.

In contrast with previous empirical work, the findings here demonstrate that military experience can have a favorable influence on the work outcomes of police officers. This study suggests that officers with military backgrounds are less stressed when faced with demanding situations and that military experience provides female officers with an edge in handling work‐related stressors.

This chapter examines some key themes raised by the intersection of the urban, the rural and the penal against the backdrop of the Australian ‘rural ideal’. But the chapter also seeks to look critically at that ideal and how it relates (or does not) to the various lifeworlds and patterns of settler development that lie beyond the Australian cityscape. Attention is directed away from the singular focus on the rural/urban divide to stress the importance of North/South in understanding patterns of development and penal practices beyond the cityscape in the Australian context.

Sandwhich placements in degree courses are often thought to have wide‐ranging benefits for students, employers and educational institutions (CNAA, 1984). Certainly, the student‐orientated goals of a sandwich year as defined by CNAA (1980) are wide‐ranging. A successful sandwich placement should enhance students' capacity to: relate theory to practice, make appropriate career decisions, work effectively with others, understand work situations, and benefit from final year studies. It should also contribute to the student's “personal development”, which means amongst other things their skills and self‐confidence (see also Day, Kelly, Parker and Parr, 1982).

In this chapter, the authors adopt a macrofoundations perspective to explore punishment within institutional theory. Institutional theorists have long focused on a single type of punishment – retribution – including the use of sanctions, fines, and incarceration to maintain conformity. The authors expand the types of punishment that work to uphold institutions, organized by visible and hidden, and formal and informal characteristics. The four types of punishment include (1) punishment-as-retribution; (2) punishment-as-charivari; (3) punishment-as-rehabilitation; and (4) punishment-as-vigilantism. The authors develop important connections between punishment-as-charivari, which relies on shaming efforts, and burgeoning interest in organizational stigma and social evaluations. The authors also point to informal types of punishment, including punishment-as-vigilantism, to expand the variety of actors that punish wrongdoing, including actors without the legal authority to do so. Finally, the authors detail a number of questions for each type of punishment as a means to generate a future research agenda.

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on curriculum selection for courses and degree programs focused on global leadership. This article begins by exploring how emerging areas of study become recognized as disciplines and applies this knowledge to the global leadership discipline. We also look at doctoral-level degree programs in global leadership, comparing, and contrasting their offerings and approaches, and reflecting on global leadership doctoral education’s role in the ultimate crafting of the discipline. Finally, the curriculum strategies within the doctoral program in global leadership at Indiana Tech are discussed to illustrate the complex and multidisciplinary approach required to prepare global leadership scholars-practitioners.