Information Outlook, October 2006

Volume 10, Issue 10https://scholarworks.sjsu.edu/sla_io_2006/1009/thumbnail.jp

Employee Retention Strategies for Executive Operation Leaders in an Academic Nursing Environment

Employee attrition affects organizations in the form of lower productivity, decreased profitability, and reduced sustainability. In 2014, business owners lost over $11 billion in tangible and intangible assets due to the inability to retain employees. Using the social exchange theory as the conceptual framework, the purpose of this multiple case study was to explore effective employee retention strategies used by business leaders in an academic nursing environment. The study encompassed participants from 3 of the United States: Texas, Kentucky, and Florida. Participants were purposefully selected because of their experience in implementing effective employee retention strategies. Data were collected via semistructured interviews with 4 business leaders. Data were analyzed using inductive coding of phrases, word frequency searches, and theme interpretation. Three themes emerged from the analysis of data: supportive leadership assisted in the retention of employees, growth and development opportunities for employees continued their commitment with the organization, and a robust and focused onboarding process was a critical component of creating the culture and commitment from the employee from the onset of their employment. This study might contribute to social change by providing business leaders in academic nursing environments with valuable insights related to employee retention that can lead to enhanced sustainability, improved organizational growth, and increased profitability, which might promote prosperity for local families and the community

EUSN 2021 Book of Abstracts, Fifth European Conference on Social Networks

Book of abstract of the fifth European conference on Social Networks EUSN 202

Optimizing Your Capstone Experience: A Guidebook for Allied Health Professionals

This guidebook is designed for allied health professional students. Each chapter in this guidebook provides students with useful information, tools, and examples that will support them before, during, and after their capstone journey. This is a one of a kind resource that can be used in a variety of professional academic settings. The primary goal of this guidebook is to support students throughout their capstone experience and to help them understand how the capstone process will enrich both their personal and professional advancement.https://touroscholar.touro.edu/opentextbooks/1002/thumbnail.jp

Cross-functional skills of the fashion industry professional : T-shaped person skills framework for the fashion professional

The fashion industry is experiencing rapid changes due to innovative technologies, complex globalization of the supply chain, and evolving consumer behaviors. Skill needs are also evolving, and organizations require professionals to have technical expertise and the ability to adapt quickly to the fast-paced environment. Employers have noted that fashion students are not fully prepared for the workforce, and educators have pledged to prepare students for the industry's future skill needs. While technical skills are often a focus in fashion and industry training, softer skills such as adaptability and collaboration are more challenging to define with regards to the industry's needs and teaching opportunities. Those skills that are non-technical are often referred to as cross-functional skills. However, a clear definition of 'cross-functional skills' in terms of fashion worker aptitudes seems to be lacking. Establishing this definition is the first step to identifying the industry's current and future skill needs. Articles and other findings have explored fashion skill needs. However, there is a gap in the research for a theoretical framework to support the technical and cross-functional skills required of professionals to meet job expectations and organizational objectives. With the CF skill definition established, a content analysis and empirical study of skills required by the industry leads to the proposal of the T-shaped person skills framework for the fashion professional

How Popular Music Artists Form an Artistic and Professional Identity and Portfolio Career in Emerging Adulthood

This qualitative, phenomenological study sought to understand ways popular music artists experience and make meaning of their transitions from the role of college student to roles as professional artists and independent adults. During lengthy individual interviews, 15 young artists ages 23 to 28 described their transitions into multifaceted portfolio careers after graduation from specialty music colleges. The primary themes revolved around the formation of artistic identity, transitioning from college into professional life, managing financial challenges, and ultimately, becoming and being a creative artist by aligning artistic expression with life balance. While all participants intended careers as working musicians focused primarily on performance, 12 of the 15 began or significantly increased an emphasis on original composition after graduation to enact their artistic identities. A central finding of this study involved balancing this compelling creative drive with personal life balance at an early career stage. A lack of paying work, competition, and self-doubts emerged as key early career challenges. Original composition may not provide significant income, and particularly in the United States, substantial student loan debt may further exacerbate financial challenges. Participants demonstrated effective reflective and proactive approaches to challenges, acknowledging personal temperament and individual circumstances while developing and adjusting artistic and life balance. For some, financial stability initially took precedence, enabling creative freedom, while others expanded musical activities to create sustainable and creative careers. Participants who began professional work prior to graduation demonstrated a clear advantage over those who waited. Four theoretical frameworks provided analytical lenses to examine transition issues of young artists: identity theory, emerging adulthood, self-efficacy, and systems creativity theory

The Trilogy of Science: Filling the Knowledge Management Gap with Knowledge Science and Theory

The international knowledge management field has different ways of investigating, developing, believing, and studying knowledge management. Knowledge management (KM) is distinguished deductively by know-how, and its intangible nature establishes different approaches to KM concepts, practices, and developments. Exploratory research and theoretical principles have formed functional intelligences from 1896 to 2013, leading to a knowledge management knowledge science (KMKS) concept that derived a grounded theory of knowledge activity (KAT). This study addressed the impact of knowledge production problems on KM practice. The purpose of this qualitative meta-analysis study was to fit KM practice within the framework of knowledge science (KS) study. Themed questions and research variables focused on field mechanisms, operative functions, principle theory, and relationships of KMKS. The action research used by American practitioners has not established a formal structure for KS. The meta-data-analysis examined 385 transdisciplinary peer-reviewed articles using social science, service science, and systems science databases, with a selection of interdisciplinary studies that had a practice-research-theory framework. Key attributes utilizing Boolean limiters, words, phrases and publication dates, along with triangulation, language analysis and coding through analytic software identified commonalities of the data under study. Findings reflect that KM has not become a theoretically saturated field. KS as the forensic science of KM creates a paradigm shift, causes social change that averts rapid shifts in management direction and uncertainty, and connects KM philosophy and science of knowledge. These findings have social change implications by informing the work of managers and academics to generate a methodical applied science

Enhancing Career Opportunities: Using Supervised Learning to Analyze Career Outcomes Data

The Career Development Center (CDC) at Worcester Polytechnic Institute (WPI) is a key organization in helping students develop the skills necessary for finding a career path after graduation. Our team analyzed graduation, CDC usage, and internship data in order to better understand factors which predict student outcomes after graduation. Through machine learning, we pinpointed the most relevant predictors for post-graduate success. The CDC can use this information to better use their resources and provide insight for future analysis

Beta Drift: Forecasting the Manifold Relationships between Students and their Pursuit of STEM Careers

The purpose of this study was to examine the extent to which motivational and persistence factors predict the occupational career choices of underrepresented students in their pursuit of a STEM career. Data selected from the High School Longitudinal Study beginning with the base year through the fourth wave were employed in a large-scale multinomial regression analysis. Anticipated STEM occupation at the age of 30 was examined across six years of complex survey data using multiple taxonometric definitions. Social Cognitive Career Theory provided the theoretical framework for defining relevant factors affecting this STEM pursuit construct. The findings from the study suggest that by varying student perspectives on their expected STEM careers, the resulting pathway of pursuit is affected by a different set of predictors. Typographic models developed through fitting multinomial logistic regression models also suggest that female students are propelled into specific STEM careers through early mathematics identity, mid-study science utility, and an evolving dynamic between parent and student expectations. The results additionally highlight race and ethnicity differences which more closely, though less significantly, mirror those of female students. The overall results of these findings raise questions about the continued use of a STEM pipeline metaphor in describing student pursuit. Moreover, adjacent policies, theoretical frameworks, and research methods aligned to this construct should be reviewed on how they portray an inaccurate picture of pursuit amongst underrepresented students seeking STEM careers