Occupational Stress and Instigator Workplace Incivility as Moderated by Personality: A Test of an Occupational Stress and Workplace Incivility Model

This research investigates the relationship between occupational stress and instigator workplace incivility, as moderated by personality, to select organizational outcomes (i.e., perceived physical health and intent to turnover). Data were collected from 206 fulltime working adults in the healthcare industry utilizing Amazon MTurk. Moderated hierarchical regressions were conducted to test the possible moderating role of personality on the stress-incivility relationship; the results demonstrated that conscientiousness and agreeableness dampened the stress-incivility relationship and neuroticism and extraversion strengthened the relationship. Hierarchical regression analyses were conducted also to explore the degree stress and incivility predicted the outcome variables of perceived physical health and intentions to turnover; the data indicated support for the notion that greater stress and incivility positively predicted turnover intent

Exploring the Roles of Adult Education and Human Resource Development before and after Retirement of Faculty and Practitioners in the Fields

Given the large numbers of baby boomers who are at an age where retirement is an active consideration, it is critical for HRD and AE scholars and practitioners to consider seriously their roles in preparing such professionals for making appropriate decisions; making their retirement healthy, productive, and rewarding; and assisting such professionals in achieving their visions once that decision is made. There is a void in the literature addressing these roles. In this symposium, we will explore with attendees what these roles might be, expanding our understanding about what retirement means, and how to expand the research in these areas

Digital Literacy: A Demand for Nonlinear Thinking Styles

This paper makes a case for a direct relationship between digital literacy and nonlinear thinking styles, articulates a demand for nonlinear thinking styles in education and the workplace, and states implications for a connection between nonlinear thinking styles visual literacy, and intuitive artistic practice

The toxic continuum from incivility to violence: What can HRD do

Abstract The frequency, intensity, and duration of uncivil behavior should be a concern to leaders in any organization. All too often seemingly isolated, subtle uncivil incidents (e.g., instigating a joke) can lead to patterns of uncivil behavior (e.g., bullying) and even physical violence. Each is a form of aggressive behavior. Inasmuch as uncivil behavior is linked to poorer individual-(e.g., job performance) and organizational-level (e.g., costs) outcomes, human resource development (HRD) is increasingly being called to implement useful strategies for dealing effectively with this vital workplace issue. The article traces the more subtle forms of uncivil behavior that tend to be ambiguous in intent to more intentional forms of uncivil behavior, that is, bullying and physical violence. The article suggests that HRD can make a strong, positive contribution to reducing the likelihood of uncivil behaviors, which in turn can play a meaningful role in increasing the success of the organization. Finally, a summary of the eight articles are presented that comprise this issue

A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence

Abstract This study examines the mediating role of student–teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 4½ and risky behavior in 6th grade. The longitudinal sample of participants (N = 1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student–teacher relationship quality and risky behavior, (b) temperament to student–teacher relationship quality and risky behavior, and (c) student–teacher relationship quality to risky behavior. Findings indicate that students’ family income, gender, receipt of special services, and more difficult temperament were associated with risky behavior. In addition, student–teacher conflict was a mediator. Students with more difficult temperaments were more likely to report risky behavior and to have conflict in their relationships with teachers. More conflict predicted more risky behavior. Closer student–teacher relationships were associated with less risky behavior. Results suggest negative relationships, specifically student–teacher relationships, may increase the risk that certain adolescents will engage in risky behavior

Investigating the Relationship Between U.S. Jamaican Immigrants’ Cultural Beliefs and Conflict Management Styles with Job Satisfaction and Job Performance

This cross-sectional study (N = 135) examined the links between cultural beliefs, conflict management styles, job satisfaction and job performance. An internet-based self-report survey was completed by U.S. Jamaican immigrants from Florida and New York. Job satisfaction was positively related to task and contextual performance. Conflict management style was linked to satisfaction and performance. The moderated regression analyses revealed that job satisfaction was a more powerful predictor of job performance in the presence of the compromising conflict management style. Organizational research designed to further validate this study’s conceptual models was recommended in new international settings with other Jamaican immigrant groups