Causes and Consequences of Collective Turnover: A Meta-Analytic Review

Given growing interest in collective turnover (i.e., employee turnover at unit and organizational levels), the authors propose an organizing framework for its antecedents and consequences and test it using meta-analysis. Based on analysis of 694 effect sizes drawn from 82 studies, results generally support expected relationships across the 6 categories of collective turnover antecedents, with somewhat stronger and more consistent results for 2 categories: human resource management inducements/investments and job embeddedness signals. Turnover was negatively related to numerous performance outcomes, more strongly so for proximal rather than distal outcomes. Several theoretically grounded moderators help to explain average effect-size heterogeneity for both antecedents and consequences of turnover. Relationships generally did not vary according to turnover type (e.g., total or voluntary), although the relative absence of collective-level involuntary turnover studies is noted and remains an important avenue for future research

Creating a Campus-Wide Information Literacy Agenda

Information literacy stands beside critical thinking and oral and written communication as fundamental proficiencies required for academic, professional, and personal success. These lifelong learning abilities overlap and intersect in many ways and far beyond library communities. Higher education associations, regional and disciplinary accreditation bodies, and even employers are demanding evidence that students graduate with these skills. Yet colleges and universities struggle with articulating the desired learning outcome in specific ways that align with assessment practices and the collection of evidence of student achievement. Engaging faculty in rethinking curriculum beyond their courses, and even beyond their major, to create a coherent pathway for students to develop and reinforce these skills, is one of the greatest challenges in curriculum conversations. Libraries can help. But we need to be clear on our own role, sensitive to our unique campus cultures, and opportunistic about ways we can identify the unique strategic hooks for our own institutions in order to help advance the conversations and ensure the libraries place at the center of student learning

Living Snow Fence Site Assessment

Site assessment is an important step in the establishment and long-term success of living snow fences. Once an area has been selected for a living snow fence installation, site assessment informs the design and planting phases. Multiple site visits may be necessary throughout the design process

Species Matrix for New York State

Species selection is an important step in the design of effective and efficient living snow fences. A species matrix assists in the plant selection process for living snow fences by providing a pallete of suitable species, and a summary of relevant plant traits to compare and contrast species. Recent research at SUNY ESF has built on previous research (Tabler, 2003) and identified key plant traits for living snow fences. Twenty-eight species that possess the traits relevant to living snow fences have been identified and included in this plant matrix. These species are tolerant to a variety of roadside conditions across New York State, and possess the traits necessary to achieve adequate snow trapping and snow storage capabilities. Every plant species is unique, and this matrix is therefore intended as a selection tool to compare and contrast a variety of plants for living snow fences within the context of design goals and site conditions

Living Snow Fence Site Preparation

After the site assessment and design phases, it is important to properly prepare the site before planting a living snow fence. Investing adequate time and resources in thorough site preparation will improve growth rates and long-term survival. Site preparation will minimize the time it takes for a living snow fence to become effective, and maximize the return on investment. The practices listed in this fact sheet are considered best management practices that can be applied to all types of living snow fences. This includes all species of evergreen trees and woody shrubs recommended for living snow fences. The site preparation tasks summarized here can be followed in the order they appear to achieve sufficient site preparation and improve the health and vigor of living snow fences. Roadside environmental conditions can be stressful to plants in a number of ways. Site preparation improves site conditions as much as possible to give living snow fences an advantage over competing species in stressful roadside conditions

Living Snow Fence Design

The design of living snow fences involves several components. This fact sheet offers a general protocol for the basic elements of design: Fence Orientation, Snow Fall, Fetch Distance, Snow Transport, Required Height, Selecting a Design Age, Optical Porosity, Fence Capacity, and Setback. The general guidelines presented here are adapted from “Controlling blowing and drifting snow with snow fences and road design” (Tabler, 2003), and “Climatological analysis for snow mitigation in New York State” (Tabler, 2000). It is recommended that these sources be consulted to supplement the basic information provided in this fact sheet. After the site assessment phase has sufficiently identified the blowing/drifting snow problem at a site (see Fact Sheet #2 of this series and Chapter 4 in Tabler 2003), the steps in this fact sheet can be followed in the order in which they are presented to create a basic living snow fence design to address the problem. A case-study example from a real living snow fence designed using this step-by-step protocol is provided at the end of the fact sheet

Introduction to Living Snow Fences

This fact sheet series is an introductory guide to living snow fences. Designers should consult other resources listed at the end of each fact sheet for more detailed information on the structure and function of living snow fences. Living snow fences take several years to become effective, but can provide decades of blowing snow control if properly designed, installed and maintained

Living Snow Fence Species Selection

Species selection is an important step in the design of effective and efficient living snow fences. A species matrix can assist in the plant selection for living snow fences by providing a palette of suitable species and a summary of relevant plant traits to compare and contrast species. A species matrix for living snow fences in New York State has been created in conjunction with these fact sheets

Coppicing Living Snow Fences

Coppicing is a form of management for certain woody plants that has been used for centuries. The process involves cutting stems near the ground and allowing new stems to grow from the part of the plant that is left behind, which is referred to as the stool. Coppicing living snow fences is a maintenance practice that increases the number of stems on each plant. A larger number of stems on each plant increases “density” of the living snow fence, lowering the optical porosity and allowing fences to become functional more quickly. Coppicing improves the vigor of many species, and has been shown to accelerate the overall aboveground growth of shrub-willow. The information and techniques described in this fact sheet are primarily intended for coppicing shrub-willow plants, but may be applicable to other species with coppice potential as well

Planting Living Snow Fences

Two general categories of plant materials, rooted and unrooted, can be used for living snow fences. The planting techniques used with rooted plant materials are different from the techniques used with unrooted plant materials. Types of rooted planting stock include balled & burlapped (B&B), potted, bareroot, and seedlings. Types of unrooted planting stock include species that can be planted as single stem cuttings without pre-formed roots such as shrub-willows. Step by step planting techniques for both rooted and unrooted stock are provided in this fact sheet in the general order they should be performed