Proactive Personality and Organizational Change: Factors Affecting Retention

In today’s borderless world where change is the only constant, organizations need to work on building a workforce, which can not only survive but also thrive in such a volatile environment. Proactive individuals actively create environmental change. The purpose of the present study was to empirically test the mechanism by which proactive personality is related to intent to remain with the organization through three important factors—managerial communication, affective commitment to change and job satisfaction. The results supported the mediating effect of all the three factors. Implications for organizations and future research are discussed

What predicts mental health literacy among school teachers?

Objectives: The present study aimed at assessing high school teachers’ mental health literacy (MHL) and predictors related to study outcomes.Design: Cross-sectional studyMethods: We employed 460 high school teachers who engaged with adolescents for at least six hours per week with a minimum of five years of teaching experience in southern India. Semi-structured questionnaires were used to assess their MHL. Descriptive analysis and backward logistic regression analysis were performed. A p-value < 0.05 was set as significant.Results: Teachers’ MHL on depression was less than desirable; however, they identified 288 (62.6%) adolescents with mental health problems during their career, and 172(59.72%) were referred to mental health professionals. On logistic regression analysis, teachers’ educational status, their marital status, teaching a class with an average strength of 31-60 students per class, previous mental health training and having self-efficacy concerning seeking informationon mental health, perceived ability to spread awareness and to provide referrals were found to predict MHL among teachers.Conclusion: Sociodemographic factors including teachers’ educational status, average class strength and having had previous mental health training were predictors for MHL among high school teachers. Establishing training programs and referral networks may be key in early intervention among adolescents

Organizational Change and Proactive Personality: Effect on Job Performance and Job Satisfaction

In today’s borderless world characterized by acute competition, with change being the only constant, organizations need to work on building a workforce which can not only survive but also thrive in such a volatile environment. Proactive individuals actively create environmental change, while less proactive people take a more reactive approach toward their jobs. The present paper provides evidence for the significance of proactive personality (PAP) in the backdrop of an organizational change setting. We hypothesized a conceptual model and tested the effect of PAP on important job outcomes and found that it had a robust relationship with job performance and job satisfaction after controlling for affective commitment to change and intent to remain with the organization. Further, we tested the mechanism by which PAP was related to intent to remain and found that affective commitment to change and job satisfaction completely mediated the relationship between PAP/intent to remain with the organization

Managerial Communication and Intent to Remain with the Organization: Examining an Empirical Model of Factors Affecting Retention of Israeli Employees

With the advent of globalization and increased competition, there is a dire need to espouse a proactive approach on the part of the employer and work towards ensuring employee retention. Hence in the present study we proposed and empirically tested a research model which examined the factors affecting retention of employees. This multilevel model aimed at testing both organizational level factors— organizational commitment and managerial communication and individual/employee level factors— perceived organizational support, job satisfaction and job performance. Overall, using SEM, the research model demonstrated a good fit and provided evidence for a robust relationship between managerial communication and retention. Implications for organizations and future research are discussed

Towards an Understanding of Social Entrepreneurship: Traits and Learned Behavior

The discourse surrounding social entrepreneurship has primarily focused on creating a concrete definition for the term both as a part of and separate from traditional entrepreneurship, and the prevailing literature has furnished theoretical studies on the characteristics of social entrepreneurs. However, given the emerging nature of this field there is a lack of empirical research studies that validate some of the proposed theories. This paper will address this gap in the literature by provide empirical research on the fundamental traits and learned behaviors of social entrepreneurs by providing a conceptual model and empirically testing the direct effects. The findings of the current study provided evidence for altruism, perseverance, global risk taking, and social-entrepreneurial self-efficacy. They all have a direct and positive relationship with social entrepreneurial intent. The paper will conclude by outlining the agenda for future research, particularly the relationship between the identified characteristics and social impact

Dyad integrative behavior and negotiation outcomes

The study\u27s goal was to examine the relationship between dyad integrative behavior and the frequency and quality of negotiated outcomes: achieving a negotiated agreement (“getting to yes”), the quality of the agreement and the parties\u27 satisfaction with the deal reached. We hypothesized that integrative behavior mediated the relationship between dyad personal characteristics and negotiation outcomes after controlling for negotiation skill. Data were collected from 134 MBA dyads. We found that dyad integrative behavior predicted arriving at a negotiated agreement, satisfaction with outcomes and the creativity, practicality, and quality of agreements. Integrative behavior mediated the relationship between dyad personal characteristics (homogeneity in gender, country of origin, conscientiousness, agreeableness, and competing preference) and some negotiation outcomes. In conclusion, as a social exchange, negotiation is largely successful to the extent that negotiators demonstrate behavior that is fair, straightforward and rational. The study contributes to the evidence of the predictive power of dyad integrative behavior on negotiation outcomes

Dyad integrative behavior and negotiation outcomes

The study\u27s goal was to examine the relationship between dyad integrative behavior and the frequency and quality of negotiated outcomes: achieving a negotiated agreement (“getting to yes”), the quality of the agreement and the parties\u27 satisfaction with the deal reached. We hypothesized that integrative behavior mediated the relationship between dyad personal characteristics and negotiation outcomes after controlling for negotiation skill. Data were collected from 134 MBA dyads. We found that dyad integrative behavior predicted arriving at a negotiated agreement, satisfaction with outcomes and the creativity, practicality, and quality of agreements. Integrative behavior mediated the relationship between dyad personal characteristics (homogeneity in gender, country of origin, conscientiousness, agreeableness, and competing preference) and some negotiation outcomes. In conclusion, as a social exchange, negotiation is largely successful to the extent that negotiators demonstrate behavior that is fair, straightforward and rational. The study contributes to the evidence of the predictive power of dyad integrative behavior on negotiation outcomes

Teaching Win-Win Negotiation Skills to MBAs: A Quasi-Experimental Examination of a Social-Exchange Based Pedagogical Approach

Negotiation skills are critical soft skills that remain pedagogically challenging. We propose a pedagogical approach for win-win negotiations within the framework of social exchange theory. We then examine the effectiveness of our approach by testing the impact of training on the negotiation outcomes of MBA students, using a separate sample, pre-test post-test quasi-experimental design. For 84 dyads, we found that training explained rates of getting to yes as well as the quality of the agreements reached as rated by third party reviewers. Dyads with training were 25% more likely to reach agreement than those without training, and the quality of agreements reached was significantly higher for the experimental group, overall as well as for three out of four measures of quality (creativity, price prominence, and practicality) after controlling for age, age gap, gender, and country

Teaching Win-Win Negotiation Skills to MBAs: A Quasi-Experimental Examination of a Social-Exchange Based Pedagogical Approach

Negotiation skills are critical soft skills that remain pedagogically challenging. We propose a pedagogical approach for win-win negotiations within the framework of social exchange theory. We then examine the effectiveness of our approach by testing the impact of training on the negotiation outcomes of MBA students, using a separate sample, pre-test post-test quasi-experimental design. For 84 dyads, we found that training explained rates of getting to yes as well as the quality of the agreements reached as rated by third party reviewers. Dyads with training were 25% more likely to reach agreement than those without training, and the quality of agreements reached was significantly higher for the experimental group, overall as well as for three out of four measures of quality (creativity, price prominence, and practicality) after controlling for age, age gap, gender, and country