Avoidance job crafting refers to employees proactively changing work boundaries by reducing tasks and/or interactions with others. Although avoidance job crafting may help employees to address work ...demands, if noticed by others, specifically supervisors, it may trigger negative reactions from them. While previous research posits that job crafting is largely unnoticed by supervisors, using a dyadic supervisor‐employee study (N = 141 dyads), we found that supervisors were in fact aware of their employees’ avoidance job crafting, which related to a reduction in supervisor support. This relationship was moderated by employee political skill (but not approach job crafting), such that high avoidance job crafting in combination with high political skill resulted in fewer negative outcomes, presumably because supervisors were less likely to notice their employees’ avoidance job crafting. In a second, vignette study (N = 92 supervisors), we experimentally replicated the relation between observed avoidance job crafting and negative supervisor reactions, and found that this relation can be explained by supervisors perceiving avoidance job crafting as destructive work behavior. Our findings introduce the supervisor perspective to the job crafting literature and highlight the importance of engaging in avoidance job crafting in a skillful way that aligns with the external context.
This thesis consists of three essays on information economics. It broadly deals with understanding how and why can players be motivated to research. Researching helps us to achieve better outcomes ...and make better decisions by seeking better ideas and information. While this is a relevant question for organizations seeking to innovate, it is also applicable for societies in general in the current times. Chapter One deals with supervisor-agent relationships in organizations where supervisors give feedback to their employees on the ideas that they generate. Best implementation requires the supervisor to shoot down more mediocre ideas honestly. However, this potentially discourages the agent. The paper shows that supervisors are only honest with agents who have a high belief in their ability to succeed. Overconfidence is, therefore, potentially welfare improving. Chapter Two studies the effect of increased competition in the modern digital environment on the quality of reporting by media outlets. Two opposing forces determine how media outlets resolve the competing demands for speed vs. accuracy - preemption and reputation. The paper shows that more competitive environments may be more conducive to reputation building. Therefore, it is possible to have better reporting in a more competitive world. Finally, in Chapter Three, I return to the question of innovation in organizations. This paper solves for the optimal delegation mechanism that grants an agent the authority to take time off from his current task to pursue creative endeavors. Driven by a high intrinsic motivation, the agent would like to take time off for any idea. The principal, on the other hand, would like the agent only to pursue ideas that have a high potential to succeed. In the optimal mechanism, the principal is inefficiently harsh on the agent who gets time off. Creativity, therefore, only receives a limited opportunity.
Este estudio de caso analiza la experiencia de tres estudiantes supervisados por mí durante su tesis de maestría desde la perspectiva del aprendizaje autodirigido y explora el papel del portafolio y ...la supervisión grupal en este proceso. Los insumos para caracterizar esta experiencia fueron: reuniones con los estudiantes, entrevistas al final de cada semestre de tesis, portafolios, y demás escritos de los estudiantes. El trabajo de tesis enfrenta al estudiante con una forma diferente de aprender que le exige desarrollar criterio y flexibilidad para tomar decisiones de acuerdo con las circunstancias de su investigación. Durante la primera parte del trabajo de tesis el portafolio brindó a los estudiantes un espacio para involucrase en actividades de formulación de metas, planeación y automonitoreo, que hacen parte del proceso autodirigido. Sin embargo, encontramos limitaciones en su diseño tecnológico y pedagógico que restringieron su uso durante la fase de análisis de datos y escritura del informe de tesis. La supervisión grupal subsanó las deficiencias del portafolio al promover la reflexión y retroalimentación grupal, que, por un lado, apoyó en el enfrentamiento de los obstáculos que se presentan en el proceso de aprendizaje autodirigido y, por otro, enriqueció las posibilidades de automonitoreo y autoevaluación. De este estudio se desprenden implicaciones pedagógicas para apoyar a los estudiantes en su trabajo de tesis y promover una mayor integración a la comunidad de investigación del programa.
PurposeResearchers increasingly recognise emotional challenges can emerge when studying emotionally sensitive topics such as violence. This exploratory study examined emotional challenges research ...staff (research assistants/interviewers/study clinicians) experienced while working on violence-related research studies and identified supports that helped staff deal with emotionally-charged content.MethodsSemi-structured qualitative interviews (n=34; Mean=48 min; sd=7 min) were conducted with a purposefully selected sample of research staff recruited through web-based searches (NIH RePorter, clinicaltrials.gov) and expert recommendations. Participants were between 20–67 years old; 77% women; 62.9% white, 14.3% Latino, 11.4% African-American, and 11.4% other races/ethnicities). A quarter reported personal histories of physical/sexual victimisation (25.7% as adult and 22.9% as child). A thematic approach for qualitative data analysis was used. We began with deductive codes developed from prior research/theory and then used Erickson’s (1986) method of analytic induction. This iterative procedure was used to develop and test empirical assertions for this qualitative study.ResultsThere was tremendous diversity in the emotional reactions to experienced by research staff. Although participants noted positive aspects of their work (e.g., feeling inspired), they also reported emotional challenges including difficult thoughts, feelings (e.g., exhaustion, overwhelmed) and behaviours (e.g., short temper, bad dreams/nightmares). Helpful supports included clinical supervision and informal supports (e.g. peer-debriefing, self-care activities, social supports). Participants identified barriers that prevented the utilisation of formal supports (e.g., difficulty accessing supervisors, not wanting supervisors to think less of them) and how supports could be more helpful (e.g., consistent clinical supervision, in-person supervision, supervisors discussing their reactions).Conclusions and SignificanceFindings suggest that emotional challenges are an important and often overlooked aspect of violence research. Emotional challenges need to be taken into account by investigators planning research on violence and emotionally sensitive topics. Resources need to be budgeted to provide adequate emotional support for the research staff.
Doctors who wish to become general practitioners (GPs) in China are required to attend and complete general practice resident training. In the early stages of the standardized GP training system, GP ...training supervisors play important roles. This study aims to explore how GP residents perceive their GP supervisors, factors that affect GP residents' satisfaction level, as well as to offer suggestions based on the implications of this study.
We conducted a mixed quantitative and qualitative study. Firstly, with respect to the quantitative research, we conducted a survey to investigate training satisfaction through questionnaires, then extracted and analyzed the factors that influence training satisfaction. In the qualitative study, we conducted in-depth, semistructured interviews using qualitative research criteria (COREQ)--a 32-item checklist for interviews.
Participants in the quantitative survey included 1172 GPs whose training time wasbetween 2008 and 2017. Afterwards, 100 participants were selected from this sample , filtered by stratified random sampling and by having provided extreme answers on the quantitative survey (less than 5% of the total sample). They were chosen for the qualitative research to conduct a more detailed investigation., This stratified random sampling was based on residents' grades, regions, and training levels (city level or county level). Extreme answers were identified as answers of "extremely good" or "extremely bad" to questions from the initial comprehensive survey of 1172 participants. Consequently, 30 participants with extreme answers were found, while the remaining 70 participants in the interviews were selected by stratified random sampling. Ultimately, this sample of participants met our information collection and sample estimation requirements.
The results show that satisfaction with GP theoretical training supervisors, GP hospital-based training supervisors, and GP community-based training supervisors differed. Considering long-term averages, the hierarchy of satisfaction is as follows: GP theoretical training supervisors > GP community-based training supervisors > GP hospital-based training supervisors. GP hospital-based training supervisors need to improve their conception of GPs, teaching methods and conscientiousness. GP community-based training supervisors need to improve their teaching methods, knowledge of clinical theory and practice ability.
On the one hand, teams of GP supervisors in China have gradually been established over time. On the other hand,the satisfaction tendencies of residents with respect to their GP supervisors are quite different, and teams of GP supervisors must be promoted and improved.
New to the academy's 'publish or perish' game, doctoral students hold varied expectations of supervisors in relation to their publishing endeavours. These expectations can be unrealistic or ...contradictory to those of the supervisors and thus make supervision problematic. Set in a faculty of education in New Zealand, this study explores fantasies, fallacies and realities in doctoral students' perceptions and experiences of their supervisors' roles in doctoral publishing. The data analysed include online questionnaires and semi-structured interviews with 12 doctoral students, in which they describe their supervisors' roles variously as feedback providers, advisers, co-authors and managers. The students' perceptions are a mix of fantasies, fallacies and realities that are entangled with the temporality of their study and the open-ended process of being a becoming-student. The findings suggest a need for a dialogic space between students and supervisors to promote mutual understandings and foster a tailored, dynamic supervision, particularly in doctoral publishing.
IntroductionThe Endoscopy Training academy is committed to enhancing training and education for all endoscopy staff. It is recognised that there is a lack of formal training and professional ...development for endoscopy A&C staff. Most of the education is task focused, on-the-job training provided to varying degrees and limited by the availability of staff with endoscopy knowledge and experience.MethodsA partnership project was formed between the North West, London, Wales and South West. Baseline data to support the development of a competency framework was gathered across regions by means of staff workforce surveys, interviews, and a focus group workshop. Interactive sessions explored what A&C staff working within endoscopy units felt they needed from training to enable them to feel better educated, equipped, supported and resilient. Focal areas of teamwork, understanding endoscopy, booking, and scheduling and communication (with both colleagues and patients) were identified and prioritised for inclusion in the competency framework.ResultsA foundation competency framework was developed with components specifically addressing endoscopy service knowledge; productive working relationships; effective communication; focus on patients and carers; booking and scheduling and resilience. The competency framework was agreed following a structured expert group review and then shared with pilot group participants and their supervisors. Participants of the pilot were asked to self- assess against the competency framework, discuss with their supervisor, and collaboratively identify training needs and formulate a personal development plan.Participants were asked to complete a survey before and after the pilot to support the evaluation of the pilot and analysis regarding the impact and benefit of the competency framework.Abstract P350 Table 1Impact Statement % of B3 Participants scoring partially agree, agree or strongly agree CF will enable better understanding of my training needs 92% CF will enable my supervisor to have better understanding of my training needs 100% CF will help provide evidence of skills & learning 92% CF will make a positive difference to role & personal development 8%% ConclusionsA competency framework for Band 3 endoscopy A&C staff has been developed. Feedback from A&C staff show the majority of respondents agreed that the competency framework would have a positive and beneficial impact helping to identify training needs, evidence learning and support personal development. The framework, along with a suite of training materials, is now ready for roll out through regional academies.
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