Paula S. Weber

Changes in employee perceptions during organizational change

This study explored employee trust in management, perceptions of supervisory support for improvement, and perceptions of organizational readiness for change during a planned organizational change effort. Employee data were gathered at two time periods six months apart. Time 1 data were collected just prior to the start of a major change initiative. Time 2 data were collected six months after the change was initiated. Results show a significant increase in supervisory support for improvement and perceptions of organizational readiness for change from time 1 to time 2. Findings also suggest that differences in perceptions of supervisory support for improvement and organizational readiness for change along with trust in management were moderated by goal clarity, employee participation, autonomy, and feedback. Practical implications of these findings are discussed.

Cause Maps, Sensemaking, and Planned Organizational Change

This study represents a first attempt to employ cognitive cause-mapping techniques to explore individual sensemaking during a planned organizational change. The authors evaluated the contribution of this method as a vehicle for exploring sensemaking processes during a change effort. Study data revealed that cause mapping generates a rich source of information, demonstrates a high degree of content validity, and is a particularly useful technique for capturing the dynamics of sensemaking. The study also provided needed longitudinal and structural analyses of cause maps. Results showed significant differences in cause map content over time without corresponding differences in cause map structure. An integrated model of sensemaking during organizational change is offered.

Enriching Student Experiences: Multi-disciplinary Exercises in Service-learning

This paper offers two unique service-learning approaches to developself-efficacy toward service and motivation for civic participation incollege business students. The exercises utilize methodologies providinghands-on experiences for students to meet social needs. They alsoprovide real-world settings for students to develop skills and personalgrowth relevant to their business careers. One exercise was used in anorganizational behavior course and the other in a legal environment ofbusiness course. Instructors may easily adapt either methodology toother business courses.

Using Social Network Analysis and Derivatives to Develop the S-BPM Approach and Community of Practice

Subject-Oriented Business Process Management (S-BPM) and Social Network Analysis (SNA) are emerging as valuable process improvement techniques within the broader field of Business Process Management (BPM). S-BPM focuses on how subjects perform actions on objects and on how they exchange messages in order to coordinate their process work. SNA and its derivatives look at the interrelationships between actors or nodes within a social network. The use of SNA to complement process improvement techniques is a new approach for BPM, but the focus thus far has been primarily within and between organizations. This paper proposes that SNA can be usefully engaged in the examination of interrelationships in the developing field of S-BPM and that SNA techniques can also help further develop the S-BPM approach. Potential benefits and directions for future research on the use of SNA within the community of practice and field of S-BPM are discussed.

Measuring service learning outcomes: test-retest reliability of four scales.

Previous research efforts have developed and validated various scales potentially useful in evaluating service learning outcomes. The developmental efforts reported for the four scales examined in this study did not include the test-retest reliabilities that would provide assurance to service learning researchers of the long-term stability and therefore usefulness of these measures. Summary estimates of 13-wk. test-retest reliabilities for the scales Civic Participation, Self-efficacy Toward Service, Attitude Toward Helping Others, and College Educations Role in Addressing Social Issues provide service learning researchers with evidence of stability of the scales over the typical duration of service learning courses.

Mental Health and the ADA: A Focus Group Discussion with Human Resource Practitioners

In 1997, the Equal Employment Opportunity Commission (EEOC) issued new guidelines to clarify implementation of the mental health regulations under the ADA. This paper explores the impact of those guidelines on human resource practices in the workplace. Focus group discussions were conducted with human resource practitioners from over a dozen medium-sized, mid-western corporations. Analysis of the focus group discussions identified four primary issues: underreporting of mental health disabilities; the impact of demographic differences on mental health; misreporting of mental health disabilities; and the impact of the environment on mental health.

Developing First Encounters of the Close Kind: A Beginning Class Exercise

Initial meetings with new colleagues or teammates frequently give rise to behaviors such as nervousness, shyness, sarcasm, or false joviality. These behaviors can make the formation of a strong working relationship very slow and even difficult. This article presents an exercise for helping one interact more comfortably and effectively during a first encounter. The exercise provides a basis for improved interpersonal interaction and teamwork throughout the relationship or class. The exercise also leads to an exploration of individual entry behaviors and an examination of the effectiveness of those behaviors in developing a collaborative learning environment. The exercise can be used to introduce important management course topics (i.e., decision making, leadership, attitudes and perceptions, communication processes, interpersonal style, group dynamics, issues of trust, and organizing processes) via experiential methods. The success of this exercise is discussed along with a pedagogical framework for class discussion guided by Kolb’s experiential learning model.

The merchant prince

Executive Summary Youssef Mohammed has returned to the Kingdom of Saudi Arabia after completing a Ph.D. in Business. He is expected to take a leadership position within a family business that is experiencing a multitude of operational and strategic problems. For Youssef, the problem is whether to accept a position where he directs an organizational-change effort or as a detailed, hands-on manager as family tradition commands. In addition, Youssef wonders if the Western-management principles he has learned would be effective in the Kingdom. The case provides background information on doing business in Saudi Arabia, highlighting differences between U.S. and Middle-Eastern business practices.