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Article
Publication date: 12 July 2024

Kimberly E. O'Brien, Rachel T. Pohlman and Krystal N. Roach

Organizational citizenship behavior (OCB) was initially described as discretionary behavior not formally rewarded by the organization. However, empirical evidence has indicated…

166

Abstract

Purpose

Organizational citizenship behavior (OCB) was initially described as discretionary behavior not formally rewarded by the organization. However, empirical evidence has indicated that many non-task behaviors are compulsory and contribute to performance evaluation, leading to research on nondiscretionary OCB (e.g. compulsory citizenship, citizenship pressure). It is unclear whether these behaviors are best described as OCB, in-role behavior or a separate construct. The goal of the current study is to determine the conceptual and measurement overlap between OCB and nondiscretionary OCB.

Design/methodology/approach

In a quantitative survey design, we collected multiphasic data from 315 employees to provide evidence for the convergent/divergent validity of compulsory citizenship behavior within the OCB nomological network and separate from in-role behavior.

Findings

The results support a unique contribution of compulsory citizenship behavior to the operationalization of OCB by emphasizing the employees’ perceptions of whether they perform OCB autonomously.

Originality/value

This research shows a distinction that should be recognized in future research, as existing OCB theories may only apply to discretionary OCB, such that compelled citizenship is not OCB. This would explain why compulsory OCB incurs less benefits than other forms of externally-motivated (i.e. impression management) OCB.

Details

International Journal of Productivity and Performance Management, vol. 74 no. 2
Type: Research Article
ISSN: 1741-0401

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Article
Publication date: 28 April 2023

Shane Sizemore and Kimberly O'Brien

The purpose of the current study is to explain best practices for attempting humor in the workplace. Research on humor in the workplace has emphasized the use of leader humor but…

660

Abstract

Purpose

The purpose of the current study is to explain best practices for attempting humor in the workplace. Research on humor in the workplace has emphasized the use of leader humor but has neglected to provide guidance on how to successfully use humor. This is an important gap because unsuccessful humor attempts are associated with lowered status and disruptive behavior.

Design/methodology/approach

This paper summarizes three types of humor theories (i.e. cognitive, social and contextual) and derives principles from these theories that can be applied to improve humor success. Then, the authors apply the understanding of humor to workplace applications, providing suggestions for future empirical research inferred from the humor theories.

Findings

Humor attempts are most likely to land (i.e. invoke mirth) when they include a benign violation of mental schemas, societal norms or other expectations or when humor evokes shared feelings of benign superiority in the audience. Humor is less effective in goal-directed situations. Mirth is expected to increase group cohesion, leader trust and organizational identification and mitigate the effects of job stressors. Finally, employee learning and development activities (e.g. onboarding, training) seem like a good place to use humor to facilitate cognitive flexibility.

Originality/value

These suggestions from across psychological disciplines are synthesized to inform best practices for leader humor.

Details

Management Research Review, vol. 46 no. 12
Type: Research Article
ISSN: 2040-8269

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Publication date: 24 January 2024

Kimberly Yost

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Abstract

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Courageous Companions
Type: Book
ISBN: 978-1-83753-987-1

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Article
Publication date: 21 October 2022

Michelle Bauml

With connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful…

227

Abstract

Purpose

With connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful content are frequently passed over in favor of holiday crafts that can trivialize content and promote stereotyping, cultural appropriation, and false information. The purpose of this study was to explore teachers' perspectives about holidays in the curriculum.

Design/methodology/approach

Through questionnaires and interviews, 20 teachers identified which holidays they address and explained why and how they attend to these special days.

Findings

Most often, participants used holidays to teach history, impart values, and make connections to children's lives. Findings suggest that although holidays may provide avenues for transformative social studies, few early grade teachers may recognize this potential.

Originality/value

This study adds to elementary social studies research by promoting scholarly consideration of meaningful holiday lessons as avenues for robust social studies instruction.

Details

Social Studies Research and Practice, vol. 17 no. 3
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 1 September 2002

Charles M. Katz, Edward R. Maguire and Dennis W. Roncek

Specialized police gang units are a rapidly emerging form of concentrated social control. Prior research, however, into the creation of specialized gang units suffers from a…

2306

Abstract

Specialized police gang units are a rapidly emerging form of concentrated social control. Prior research, however, into the creation of specialized gang units suffers from a number of theoretical and methodological shortcomings. These shortcomings make it difficult to understand which of several potential explanations can best account for the establishment of specialized police gang units. Three perspectives are examined that have been hypothesized by policymakers and academics to explain the creation of gang units: contingency theory, social threat theory, and resource dependency theory. Using data obtained from police departments and communities around the country, the explanatory power of measures derived from these three theories is explored, while controlling for several environmental and organizational influences.

Details

Policing: An International Journal of Police Strategies & Management, vol. 25 no. 3
Type: Research Article
ISSN: 1363-951X

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Article
Publication date: 7 June 2021

Yoon Jeon (YJ) Kim, Yumiko Murai and Stephanie Chang

As maker-centered learning grows rapidly in school environments, there is an urgent need for new forms of assessment. The purpose of this paper is to report on the development and…

406

Abstract

Purpose

As maker-centered learning grows rapidly in school environments, there is an urgent need for new forms of assessment. The purpose of this paper is to report on the development and implementation of tools to support embedded assessment of maker competencies within school-based maker programs and describes alternative assessment approaches to rubrics and portfolios.

Design/methodology/approach

This study used a design-based research (DBR) method, with researchers collaborating with US middle school teachers to iteratively design a set of tools that support implementation of embedded assessment. Based on teacher and student interviews, classroom observations, journal notes and post-implementation interviews, the authors report on the final phase of DBR, highlighting how teachers can implement embedded assessment in maker classrooms as well as the challenges that teachers face with assessment.

Findings

This study showed that embedded assessment can be implemented in a variety of ways, and that flexible and adaptable assessment tools can play a crucial role in supporting teachers in this process. Additionally, though teachers expressed a strong desire for student involvement in the assessment process, we observed minimal student agency during implementation. Further study is needed to investigate how establishing classroom culture and norms around assessment may enable students to fully participate in assessment processes.

Originality/value

Due to the dynamic and collaborative nature of maker-centered learning, teachers may find it difficult to provide on-the-fly feedback. By employing an embedded assessment approach, this study explored a new form of assessment that is flexible and adaptable, allowing teachers to formally plan ahead while also adjusting in the moment.

Details

Information and Learning Sciences, vol. 122 no. 3/4
Type: Research Article
ISSN: 2398-5348

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Book part
Publication date: 24 January 2024

Kimberly Yost

Abstract

Details

Courageous Companions
Type: Book
ISBN: 978-1-83753-987-1

Access Restricted. View access options
Book part
Publication date: 24 January 2024

Kimberly Yost

Abstract

Details

Courageous Companions
Type: Book
ISBN: 978-1-83753-987-1

Access Restricted. View access options
Book part
Publication date: 24 January 2024

Kimberly Yost

Abstract

Details

Courageous Companions
Type: Book
ISBN: 978-1-83753-987-1

Available. Content available
Book part
Publication date: 24 January 2024

Kimberly Yost

Free Access. Free Access

Abstract

Details

Courageous Companions
Type: Book
ISBN: 978-1-83753-987-1

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