Connie G. McArthur and Janet L. Favero Phillips
Points out that feedback is essential to improve continually theperformance and development of executives. However, executives rarelyreceive specific, candid feedback about their…
Abstract
Points out that feedback is essential to improve continually the performance and development of executives. However, executives rarely receive specific, candid feedback about their work. Suggests that most of these individuals are left to manage in relative isolation, wondering if others support the direction they are headed and the methods they employ. Describes how the childhood game “Pin the tail on the donkey” was used with senior business leaders to illustrate how a lack of performance feedback hinders their effectiveness and diminishes the impact of the corporate succession planning process. This non‐traditional, experimental intervention heightened these leaders′ awareness of the importance of providing performance feedback and illustrated the confusion and discomfort perceived by those who work without it.
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Aisel Akhmedova, Jennifer Sutcliffe, Christine Greenhow, Marisa H. Fisher and Connie Sung
Social media have been associated with social benefits and enhanced psychological well-being among non-disabled individuals; the purpose of this study is to examine whether social…
Abstract
Purpose
Social media have been associated with social benefits and enhanced psychological well-being among non-disabled individuals; the purpose of this study is to examine whether social media may have similar benefits for young neurodivergent adults with autism, anxiety, or attention-deficit and hyperactivity disorder who may experience communication differences. To the best of the authors’ knowledge, this first-of-its kind study explores the nature of social media use and related psychological well-being among neurodivergent college undergraduates.
Design/methodology/approach
This qualitative study is part of a larger effort. The authors surveyed undergraduates with and without disabilities at U.S. higher education institutions on their social media use and psychological well-being. A total of 131 students responded, including 24 neurodivergent individuals, the results of which are reported elsewhere. Participants were 18–25 years old, of varied genders and racial/ethnic backgrounds; for neurodivergent adults, questions focused on social challenges. From the survey, a sample of five neurodivergent individuals was drawn for this small-scale, exploratory interview study.
Findings
This paper reports descriptive statistics from survey results to contextualize analysis of students’ social media use (e.g. purposes, practices, benefits and harms). Students used mainly Instagram, TikTok and YouTube to promote well-being primarily through engaging positive relationships and positive emotions. Students reported several benefits of using social media to develop their disability identity and few harms.
Originality/value
Understanding the impact of social media use on undergraduates with disabilities could help us not only improve services as teachers, counselors and other helping professionals who support young adults to leverage their everyday technologies-in-use but also address digital equity issues.