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- Creator:
- Mc Carthy, Kimberly
- Description:
- The presence of trust between employees and organizational actors is crucial on account of the high transaction costs and impracticality associated with formally contracting all aspects of workplace relationships (Arrow, 1973). However, despite the benefits provided by trust in professional interactions, trust violations are very common (Tomlinson, Dineen and Lewicki, 2004). Even more troubling, according to Robinson and Rousseau (1994), is that violations of trust at work are associated with reduced organizational commitment, lower citizenship behavior, and an increased likelihood of turnover (Robinson, 1996). They can also generate resentment, anger, and hostility that may linger well beyond the transgression and manifest as anxiety and stress that interferes with employee performance and productivity (Gillespie & Dietz, 2009; Dutton, Ashford, Wierba, O’Neill & Hayes, 1997; Heimer, 1992). Therefore, due to the serious consequences that damaged trust, negative affect and the resulting negative interpersonal exchanges have on work outcomes, there is growing scholarly interest in understanding when and how trust is restored after a transgression or negative interaction (Barclay, Skarlicki & Pugh, 2005; Tomlinson & Mayer, 2009; Kim, Dirks & Cooper, 2009; Kramer & Lewicki, 2010). Management scholars have only recently begun to examine the processes of relationship repair (Ren & Gray, 2009; Kim, Dirks & Cooper, 2009), trust repair (Ferrin, Kim, Cooper & Dirks, 2007; Kim, Ferrin, Cooper & Dirks, 2004; Nakayachi & Watabe, 2005) and forgiveness (Fehr & Gelfand, 2010; Bradfield & Aquino, 1999; Tomlinson, Dineen & Lewicki, 2004). However, due to the growing awareness of its importance, as well as the relative lack of theoretical and empirical work in the domain (Ferrin, 2002; Gillespie & Dietz, 2009; Petriglieri, 2015 for exceptions), the amount of research on trust repair and forgiveness in recent years has increased dramatically (van der Werff & Buckley, 2017; Bachmann, Gillespie & Priem, 2015; Dirks, Lewicki & Zaheer, 2009; Kramer & Lewicki, 2010). However, despite that it is gaining momentum, a number of unanswered questions still remain. Specifically, the development of a conceptual model which articulates the factors that affect relationship repair and accurately describes the process of forgiveness after a transgression is needed. To date there has been little conceptual or theoretical work done on trust repair and only a few proposed conceptual frameworks that organize and categorize organizational and institutional trust repair. Therefore, in this paper, I seek to extend existing work by proposing a model of relationship repair that integrates our knowledge of forgiveness and includes an explanation of the proposed interplay between repair mechanisms and how these mechanisms can be combined to reestablish trust after a transgression.
- Resource Type:
- Article
- Identifier:
- 1544-0508
- Campus Tesim:
- San Marcos
- Creator:
- LePine, Marcie A., Crawford, Eean R., Rich, Bruce L., and Zhang, Yiwen
- Description:
- We develop and test a theoretical model that explores how individuals appraise different types of stressful job demands and how these cognitive appraisals impact job performance. The model also explores how charismatic leaders influence such appraisal and reaction processes, and, by virtue of these effects, how leaders can influence the impact of stressful demands on their followers’ job performance. In Study 1 (n = 74 U.S. Marines), our model was largely supported in hierarchical linear modeling analyses. Marines whose leaders were judged by superiors to exhibit charismatic leader behaviors appraised challenge stressors as being more challenging, and were more likely to respond to this appraisal with higher performance. Although charismatic leader behaviors did not influence how hindrance stressors were appraised, they negated the strong negative effect of hindrance appraisals on job performance. In Study 2 (n = 270 U.S. Marines), charismatic leader behaviors were measured through the eyes of the focal Marines, and the interactions found in Study 1 were replicated. Results from multilevel structural equation modeling analyses also indicate that charismatic leader behaviors moderate both the mediating role of challenge appraisals in transmitting the effect of challenge stressors to job performance and the mediating role of hindrance appraisals in transmitting the effect of hindrance stressors to job performance. Implications of our results to theory and practice are discussed. This article is posted with a Creative Commons Attribution Non-Commercial No Derivatives License
- Resource Type:
- Article
- Identifier:
- 0001-4273
- Campus Tesim:
- San Marcos
- Creator:
- Tarr, Emily and McCarthy, Kimberly
- Description:
- Often, when teaching management, students may understand the ideas behind concepts taught in the classroom, but they may not always be able to apply them. This is problematic because usually these skills and tools are the learning outcomes that would be most useful. This interactive session will teach students about persuasion and negotiation through use of pragmatism and experiential learning. It will incorporate a persuasion exercise that highlights the application of eight influence tactics identified by Yukl and Falbe (1990) as well as the four best practices of negotiation as described by Thompson (2015) and emphasize their application of these skills in two simulated scenarios. This session’s active learning strategies are applicable in many situations outside the classroom and would be particularly useful in various real-world and industry negotiations. Presenters will also discuss their experience using these activities, including both successes and potential challenges.
- Resource Type:
- Abstract
- Campus Tesim:
- San Marcos
- Creator:
- Ratiu, Catalin and Molz, Rick
- Description:
- Purpose - In this paper we develop a theoretical explanation of conflicts and incompatible interpretations of events between agents of Multinational Corporations (MNCs) and actors present in certain host countries. We situate the argument in comparative economic systems as a part of a broader social system. The socio-economic system can be modeled using institutional theory, particularly using Scott’s (2001) three pillars and the concept of formal and informal institutions. Within different socio- economic systems a dominant logic is developed, and this becomes internalized among actors and agents as behavioral scripts. Design/ methodology/approach - We use a multi-level and multi-disciplinary conceptual analysis, developing a model of dominant logic and behavioral scripts with MNC agents and traditional emerging economy actors. Findings - MNC agents and traditional emerging economy actors have difficulty comprehending the logic of the other, creating a fertile context for conflict. Research implications - An ideal type template is developed that can be used for empirical investigations focusing on situations where disagreement and conflict occur when MNCs operate in traditional emerging economies. Practical implications – By integrating our conceptualization into training for expatriate managers, the potential for conflict can be reduced. Originality/value – This multi-level and multi-disciplinary model allows grounded development of our understanding of conflicts or potential conflicts in the MNC agent – traditional emerging economy actor context.
- Resource Type:
- Article
- Identifier:
- 1742-2043
- Campus Tesim:
- San Marcos
- Creator:
- Mitchell, Carmen and Suchy, Daniel
- Description:
- One of the recent dominant topics in library technology has been the development of library mobile websites and services tailored to mobile users. While much has been written and discussed on the subject, very little of the conversation has focused on mobile access to digital collections. Libraries and museums spend significant resources in an effort to identify, digitize, ingest, describe, store, and display items in their digital asset management systems (DAMs). Creating user interfaces that provide online access is just one component of building a digital collection, and represents a continual challenge to stay abreast of evolving technology and user expectations. The latest challenge for libraries and museums is to adapt and grow our digital collections to meet the needs of an increasingly mobile user. We present the findings from in-depth case studies of four selected institutions and university libraries. These institutions were chosen because they already offer mobile services built around their digital collections, and are thus leading the effort to present them in uniquely mobile-centric ways. http://www.dlib.org/dlib/january12/mitchell/01mitchell.html
- Resource Type:
- Article
- Campus Tesim:
- San Marcos
- Creator:
- Mitchell, Carmen and Chu, Melanie
- Description:
- Academic library budgets are contracting while library usage is increasing. How can academic libraries best help campuses reduce costs and better serve their communities? One strategy is collecting campus-created content online and making it available through the campus Institutional Repository. All faculty, including tenure track and adjuncts, at California State University San Marcos were invited to participate in a brief Web-based survey with both quantitative and qualitative questions. With an 18% response rate, the survey results indicate a strong interest in free or reduced cost educational materials, as well as a high level of concern about the cost of educational materials. Faculty responses indicate they are looking for alternatives to high priced curriculum materials, and are looking to the library for assistance. The crisis in scholarly communication and educational budgets is coming together to create a surge of support for free or low cost educational resources. Many campuses across the country have created programs to support open educational resources, with the main push coming from campus libraries or librarians. The data from this survey and examination of current campus climate, combined with the analysis of implementation factors by other organizations, will bolster the argument for libraries to create open repositories for campus scholarship.
- Resource Type:
- Article
- Identifier:
- 1947-525X
- Campus Tesim:
- San Marcos
- Creator:
- Matlin, Talitha R. and Carr, Allison
- Description:
- Teaching librarians are always seeking opportunities to improve their professional practice. Traditional forms of professional and personal development -- attending workshops and conferences and reading the scholarly and practitioner literature -- are valuable and useful, but often ignore the powerful personal connections we have between colleagues. Using a narrative approach, this article will provide two teacher librarians' stories about their experiences with team teaching as a method of professional development. Turning the traditional mentorship model on its head, each librarian contributed equally to the relationship and took the risk of being vulnerable in order to learn from one another. A newer librarian, looking to expand her teaching toolkit, become acculturated to her new institution, and develop her teacher identity, taught alongside an experienced librarian looking for new teaching techniques, a way to prevent "burnout," and a more intentional and reflective approach to teaching. In addition, the authors will discuss the theoretical underpinnings of the benefits of team teaching and will provide recommendations for others through an account of how they planned, managed the classroom, and assessed student work.
- Resource Type:
- Article
- Identifier:
- 1943-7528
- Campus Tesim:
- San Marcos
- Creator:
- Matlin, Talitha R. and Carr, Allison
- Description:
- Library faculty at CSUSM teach a two-week research module as part of the GEL 101 course. This spring, two library faculty piloted three team-taught sections, in order to enhance student learning and develop their teaching skills.
- Resource Type:
- Poster
- Campus Tesim:
- San Marcos
- Creator:
- Tsui, Stephen, Matlin, Talitha R., and Pham, Vincent
- Description:
- A major obstacle in teaching research methods is helping students to understand the difference between research at the university and high school levels. Librarians at CSUSM use a version of Kuhlthau's Information Search Process [ISP] (2004) to "demystify" the research process. However, this abstract model gives the impression that research follows a linear path; this may cause students to become frustrated when they begin researching on their own and find the process to be anything but linear. Keer emphasizes the importance of "culturally relevant" instruction to engage students in constructing their own knowledge (2009). By using the analogy of a "quest" (e.g. Harry Potter, Legend of Zelda, Monty Python and the Holy Grail), the STEM Librarian at CSUSM worked with disciplinary faculty in the Physics and Communication departments to illustrate the meandering and continual process that is research. More abstractly, the use of analogy can provide students with a mental model of the information search process, which in turn can facilitate the development of research skills.
- Resource Type:
- Poster
- Campus Tesim:
- San Marcos
- Creator:
- Olivas, Antonia
- Description:
- Recruitment of minority librarians has been at the forefront of library literature for decades. However, what happens to those librarians after they graduate from library school and get their first library jobs? Do they stay in the profession for long? Is there a support system to help them maintain the excitement and novelty of their career choice after they've been wooed by scholarships and residency programs? This article will discuss the results of a study conducted by librarians new to the field, which indicates that minority librarians who have had constant interactions with mentors, regardless of distance, tend to have better job satisfaction and go on to become mentors and leaders themselves. It also gives a full account of a successful mentoring relationship that is promoting minority leadership in academic libraries.
- Resource Type:
- Article
- Identifier:
- 1704-8532
- Campus Tesim:
- San Marcos