Misty M. Bennett

Occupational Stress and Failures of Social Support: When Helping Hurts

Research, theory, and practice generally assume that contact with others, often characterized as social support, is beneficial to the recipient. The current study, however, explores the possibility that workplace social interactions, even if intended to be helpful, can sometimes be harmful. University employees (N = 403) completed an online survey examining three types of potentially supportive interactions with other people in the workplace that might be harmful: Interactions that make the person focus on how stressful the workplace is, help that makes the recipient feel inadequate or incompetent, and help that is unwanted. Results suggest that these types of social interactions at work were indeed likely to be related to worse rather than to improved psychological and physical health. The most potentially harmful forms of these three social interactions were those that drew the persons attention to stress in the workplace. These results indicate that in some instances social interactions, even if ostensibly helpful, may be harmful.

Work-family conflict: differences across generations and life cycles

Purpose The purpose of this paper is to examine work-to-family conflict and family-to-work conflict, taking into account generational cohort and life cycle stage differences. Design/methodology/approach Survey participants (428 employed individuals with families) represented different generations and life cycles. Key variables were work/family characteristics and centrality, work-family and family-work conflict, and age. Findings Generational differences in both directions were found. Gen X-ers reported the most work-family conflict, followed by Millennials and then Baby Boomers. Baby Boomers exhibited family-work conflict the most, followed by Gen X-ers, and then Millennials, a surprising finding given generational stereotypes. Some of these differences remained after controlling for children in the household (based on life cycle stage theory) and age. Millennials were highest in work centrality, whereas Baby Boomers were highest in family centrality. Employees with children ages 13-18 reported the most work-family conflict, and employees with children under the age of six reported the most family-work conflict. Research limitations/implications This study found that generation and children in the household make a difference in work-family conflict, but it did not support some of the common generational stereotypes. Future studies should use a time-lag technique to study generational differences. To reduce work-family conflict, it is important to consider its directionality, which varies across generations and life cycle stages. Practical implications This informs organizations on how to tailor interventions to help employees balance work/life demands. Originality/value This study is the first to simultaneously examine both generation and life cycle stage (children in the household) in regard to work-family conflict.

A Longitudinal Study of Work After Retirement: Examining Predictors of Bridge Employment, Continued Career Employment, and Retirement

Older employees are increasingly accepting bridge employment, which occurs when older workers take employment for pay after they retire from their main career. This study examined predictors of workers’ decisions to engage in bridge employment versus full retirement and career employment. A national sample of 482 older people in the United States was surveyed regarding various work-related and nonwork related predictors of retirement decisions, and their retirement status was measured 5 years later. In bivariate analyses, both work-related variables (career goal achievement and experienced pressure to retire) and nonwork-related variables (psychological distress and traditional gender role orientation) predicted taking bridge employment, but in multinomial logistic regression, only nonwork variables had unique effects. Few predictors differentiated the bridge employed and fully retired groups. Nonwork variables were salient in making the decision to retire, and bridge employment may be conceptually more similar to full retirement than to career employment.

Collégial Relationships and Social Support in Organizations

Richard just started his job at a new multinational company. Although he has prior experience in his field, he has not worked at a global company before, particularly one so large. In addition his new organization utilizes a lot of teamwork, which is new to him because in his previous job he was very independent and had little contact with coworkers. He is relieved to find that his onboarding experience is pleasant, with people in his workplace being generally warm and supportive. His coworkers extend frequent invitations lor him to join them for lunch and even for drinks afler work, and his supervisor stops frequently to discuss how Richard is adjusting to his new job. The support that his coworkers and supervisor provide makes Richard feel welcome, and he finds that his transition to his new organization is going much better than expected.

Examining espoused and enacted values in AACSB assurance of learning

ABSTRACT The authors explore the disconnect between espoused and enacted values in assurance of learning activities—assessment is said to be encouraged, valued, and rewarded—but is it? The data from an analysis of 200 pages of the contractual rules (bylaws) for reappointment, tenure, and promotion at Central Michigan University demonstrate little emphasis and little reward for faculty engagement in assessment activities. Recommendations for closing the gap between espoused and enacted values are made.

Assurance of learning: moving from a compliance to an improvement culture

Purpose - The purpose of this paper is to describe an organizational change effort that the College of Business Administration at a Midwestern university undertook to transform assurance of learning (AoL) from an inefficient process focused on responding to accreditors to the one that embraced continuous improvement focused on student learning. Design/methodology/approach - A case study approach was employed along with the analysis of historical documents, interviews with stakeholders in the college, and a review from an external expert to reveal root problematic causes behind the current state of AoL in the college. Lewin’s model of planned change was applied at the beginning of the process to identify the ways to unfreeze the current state of assessment, implement changes, and refreeze by identifying rewards and incentives for faculty to institutionalize the new assessment culture of student learning. Findings - Four root problematic areas were revealed behind the current state of AoL in the college: faculty resistance and lack of engagement, structural and communication challenges, inconsistency across degree programs, and misalignment of the college vision and mission with program learning goals. Improved communication and coordination between assessment groups and increasing faculty ownership were identified as the key factors for a successful AoL process. Practical implications - Colleges looking to improve coordination of AoL activities and increase faculty engagement in the AoL process can implement many of the initiatives described in this study. Originality/value - This case study takes into account new trends in the area of assessment and AoL and addresses common problems that colleges face regarding accreditation in an area where empirical studies do not exist.