The Moderating Effect of Supervisory Social Support on the Relationship between Second Generation Latinos’ and Asians’ Assimilation Level and Work-Family Conflict

The majority of the empirical work regarding work-family conflict (WFC) has been focused on the experiences of White, middle class, Anglo-Americans. The labor force, however, is experiencing major demographic changes as increasing numbers of U.S.-born Latinos and Asians become employees. Although second generation Latinos and Asians play a major role in the U.S. economy and workplace, their experiences as employees have seldom been examined. Because they are exposed to collectivistic and individualistic values simultaneously, their assimilation levels, or identification with the U.S. culture, could be a unique predictor of a type of WFC: work-interference with family (WIF) or family interference with work (FIW). Using 103 second generation Latino and Asian employees, the present study was aimed to understand the influence of cultural variables on WFC by examining the relationship between their assimilation levels and type of WFC. It was hypothesized that the more assimilated they were, the more WIF and the less FIW they would experience. In addition, perceived supervisor support was introduced as a moderator of the relationship between assimilation levels and type of WFC. The findings of this study revealed that contrary to the hypothesis, assimilation levels were not related to WIF or FIW, nor did perceived supervisor support moderate their relationship. However, the study did provide further evidence that perceived supervisor support could reduce WIF. Given these findings, organizations should look to revamp their work-family balance initiatives and provide the necessary training to their front-line supervisors to instill a sense of supervisory support among employees

How Supervisors Influence Performance: A Multilevel Study of Coaching and Group Management in Technology-Mediated Services

This multilevel study examines the role of supervisors in improving employee performance through the use of coaching and group management practices. It examines the individual and synergistic effects of these management practices. The research subjects are call center agents in highly standardized jobs, and the organizational context is one in which calls, or task assignments, are randomly distributed via automated technology, providing a quasi-experimental approach in a real-world context. Results show that the amount of coaching that an employee received each month predicted objective performance improvements over time. Moreover, workers exhibited higher performance where their supervisor emphasized group assignments and group incentives and where technology was more automated. Finally, the positive relationship between coaching and performance was stronger where supervisors made greater use of group incentives, where technology was less automated, and where technological changes were less frequent. Implications and potential limitations of the present study are discussed

Family Supportive Supervision Around the Globe

Family-supportive supervision (FSS) refers to the degree to which employees perceive their immediate supervisors as exhibiting attitudes and behaviors that are supportive of their family role demands (Hammer, Kossek, Zimmerman, & Daniels, 2007; Kossek, Pichler, Bodner & Hammer, 2011: Thomas & Ganster, 1995). A growing body of research suggests that leaders\u27 and supervisors\u27 social support of employees\u27 needs to jointly carry out work and family demands is important for general health and job attitudes, such as satisfaction, work-family conflict, commitment, and intention to turn over (Hammer, Kossek, Anger, Bodner, & Zimmerman, 2009; Kossek et al., 2011). Thus, employee perceptions of FSS are critical to individual well-being and productivity (Hammer, Kossek, Yragui, Bodner, & Hansen, 2009). [excerpt

Political Influence Behavior and Career Success

In a recent review of the literature on politics and influence behavior in personnel/human resource management, Ferris and Judge (1991) noted that no studies had directly investigated the relationship between influence behavior and overall career success. In the present study the effect of political influence behavior on career success was investigated. Drawing from past research on influence behavior and relevant theory from social psychology, the effect of political influence behavior on career success was hypothesized to depend on the type of influence tactic employed. Support was found for the effect of political influence behavior in predicting career success, and for the differential effectiveness of influence behaviors. Implications of the results for the study of careers and career management processes are discussed

Social and Situational Influences on the Performance Rating Process

The effects of social and situational influences on the performance rating process has received relatively little attention by past research, yet merits increased attention. While there has been greater acknowledgment of the role of social and situational factors on rater cognition and evaluation, research has typically proceeded in a piecemeal fashion, isolating on a single influence at a time. This approach fails to recognize that performance rating is a process with multiple social and situational influences that need to be considered simultaneously. In the present study, a model of the performance rating process was tested, employing several social and situational variables that have been infrequently investigated and typically not in conjunction with one another. Results indicated support for the overall model and specific influences within the model. Implications of the results for performance rating research are discussed

Upward Influence in Organizations: Test of A Model

A causal model of upward influence in organizations was proposed and tested on a sample of staff nurses and their supervisors in a hospital setting. LISREL results demonstrated that the proposed model fit the data well, and reflected a better fit than several alternative models that were estimated. The contributions and limitations of the present study are discussed, in addition to challenges and directions for future research

Support for Instructional Leadership: Supervision, Mentoring, and Professional Development for U.S. School Leaders - Findings from the American School Leader Panel

With school leadership second only to teaching among school-related influences on student learning, principals can play an important role in school success. But how do their districts promote their effectiveness, especially in improving teaching? Based on a survey of the American School Leader Panel, a representative sample of principals from across the United States, this report explores the prevalence and quality of three important on-the-job supports for school leaders: supervision, mentorship and professional development (as defined by at least a day focused on principals). The good news is that two-thirds of principals report receiving some support. The bad news is that more than two thirds (68 percent) report that they don't receive all three sources of help. Mentoring, for example, is typically available only to first- or second-year principals or those encountering difficulties on the job, and only a minority of principals report that their districts require mentoring, even for first-year (49 percent of respondents) or struggling principals (21 percent). Also, the prevalence of support a principal receives may depend on the size of his or her school district. Both mentoring and professional development are more readily available in larger and medium-sized districts than smaller ones. The value principals place on the support they receive is linked to whether the support emphasizes the key aspect of principals' job—improving teachers' instruction. For example, all of the principals (100 percent) who reported that their mentors focused on instruction to a great extent also said that they prized the mentoring. That compares with a minority (40 percent) of principals who said their mentors devoted little to no time to instruction

Violence Against Women in the Workplace in Kenya: Assessment of Workplace Sexual Harassment in the Commercial Agriculture and Textile Manufacturing Sectors in Kenya

This research study determines that women workers in export-processing industries in Kenya suffer from violent sexual abuse by their employers and supervisors. The study concludes with a list of recommendations to respond to the problem

Colleague roles and innovation in scientific teams

Colleague role of scientists utilizing executive decision making mode

Young workers' experiences of abusive leadership

Purpose – The purpose of this paper is to develop a model of abusive leadership as experienced by young workers. Abusive leadership is understood to be subjective and as such this research seeks to explore the experience of abusive leadership through a qualitative approach. Design/methodology/approach – Drawing on interviews with 30 young workers who identified themselves as having a “bad” boss, this study employs a constructivist grounded theory approach in order to identify behaviours, moderators and outcomes of abusive leadership. Findings – A definition and model of abusive leadership as experienced by young workers is proposed. The model details 11 behaviours, five moderators and six individual and two organizational outcomes of abusive leadership. Originality/value – The adoption of a constructivist grounded theory approach reveals several unique factors that moderate the relationship between behaviors and outcomes of abusive leadership in young workers. By grounding the model in the actual experiences of young workers, the paper offers possibilities for future research on abusive leadership and young workers and across demographic groups