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“Zero tolerance” has become the international “buzz word” of the secondary building administrator. As school violence has increased so have the legislative and regulatory policy‐making mandates calling for increased disciplinary consequences for inappropriate student behavior. Ethical problem‐solving and decision‐making have taken a back seat to reactive discipline by school officials. Media publicity has forced proactive principals to become reactive impulsive decision‐makers. In this article, Starratt's three‐part model for ethical school administration – encompassing the ethics of critique, justice, and care – is applied to a fictional scenario and the ethical dilemma that evolves. Recommendations for practice are offered in a proposed resolution of the dilemma within the context of a central conclusion: if the school administrator of the twenty‐first century is to build and maintain an ethical educational setting where all students can learn, zero tolerance cannot dictate the only outcomes for inappropriate student behavior.

Part I of this paper addressed the environmental and leadership factors that contribute to employee engagement. Next, the purpose of this paper is to add the job and person to the engagement equation.

Summarizes the characteristics of engaging jobs. Then, reviews individual personality traits that engaged individuals are more likely to exhibit: hardiness, internal locus of control, active coping style, high self esteem, low neuroticism, and high extraversion. Finally, discusses the importance of a “match” between the employee's preferences and the general work conditions and offers performance improvement implications.

Engagement is a complex topic and a challenging goal. An engagement‐friendly culture values the diversity of talents employees bring to the table, respects individual needs, and inspires all employees to pursue a common and exciting vision of the future. Logically, engagement will not be impacted by a single training program, regardless of its quality. Enhancing engagement is a long‐term proposition.

Individuals are unlikely to become engaged because someone told them they should. Engagement occurs naturally, when the conditions are right, when the leaders are inspiring, when individuals find the ideal place in which to apply their strengths. If this is true, performance improvement professionals might consider the following interventions: educate the leaders; focus on career development; champion work‐life balance; encourage relationships.

The purpose of this two‐part article is to introduce engagement and review key research on engagement‐related factors.

The author conducted a literature search on employee engagement and pilot interviews with ten professionals.

Environment, leadership, job, and individual factors are connected to employee engagement. Environmental engagement factors include congruency between organizational and individual values, the quality of the workplace relationships, and work‐life balance. Leadership engagement factors include vision and integrity. Job engagement factors include the meaningfulness of the job, itsw level of challenge, and the amount of control the employee has on the job. Finally, individual factors related to engagement include resilience, locus of control, active coping style, self‐esteem, neuroticism, and extraversion. The author suggests that the connections (or the match) between organizational, leadership, job, and individual characteristics is particularly relevant for engagement.

The article includes a preliminary investigation of engagement. Further research is needed connecting environmental, leadership, job, and individual engagement factors, and confieming the importance of the “match” for engagement.

The implications are that leaders should be educated on engagement, that career development opportunities are particularly important, that performance improvement professional should champion work‐life balance, and that initiatives enhancing workplace relationships are likely useful to increase engagement.

This paper connects research on various engagement factors, making it easier for performance improvement professional to gain an introductory yet holistic view of the topic.

The relationship between organizational culture and total quality management (TQM) can be facilitated by the virtue of certain psychological states. Employee engagement refers to a mechanism foreseeable to predict the successful implementation of TQM. Therefore, this study focuses on the attribution theory to propose a model that presents a differential impact of organizational culture archetypes on quality performance and TQM, while underlying role of employee engagement and individual values.

An empirical study was performed based on the data collected from 153 senior employees working in hotel companies. This study has used partial least squares path modeling (PLS-SEM) to test the relationships and model proposed.

The findings have confirmed the hypotheses using PLS-SEM and provided a positive significant impact of organizational culture archetypes on employee engagement with quality initiatives; individual values on organizational cultural archetypes and employee engagement with quality initiatives on TQM implementation.

The study concluded that the impact of organizational culture on quality performance and TQM is significant. It is, therefore, suggested that management of hotel companies should work to increase the level of engagement, encourage cultures, while reducing the level of power culture with the emphasis given to individual and organizational quality initiatives.