Linking Leader Social Skills and Organisational Health to Positive Work Relationships in Local Governments

2010 ◽  
Vol 36 (1) ◽  
pp. 151-169
Author(s):  
Abraham Carmeli ◽  
Hedva Vinarski-Peretz
2018 ◽  
Vol 2018 (1) ◽  
pp. 11032
Author(s):  
Sevelyn VanRonk ◽  
Jeffrey Yip ◽  
Wendy Marcinkus Murphy

2021 ◽  
pp. 135050762110475
Author(s):  
Jessi Hinz ◽  
John Paul Stephens ◽  
Ellen B Van Oosten

Positive Organizational Scholarship (POS) perspectives define interpersonal work experiences such as positive work relationships and high-quality connections by the mutual growth and empowerment experienced by relationship or connection partners. Listening has been implicated as a key mechanism for building such positive interpersonal work experiences, but it is unclear how listening spurs on mutual, rather than one-sided growth, in relationship and connection partners. In this paper, we argue that management education currently focuses on the intrapersonal capability of listeners to execute key verbal and non-verbal behaviors. Less emphasis is placed on the mutual experience co-created between speaker and listener and, thus, on the potential for mutual growth and empowerment. We articulate what “being relational” in the listening experience means, and use experiential learning theory to articulate how educators might create learning spaces for “being relational” through conversations between listener and speaker. Throughout the paper we contend with issues of individual and structural power asymmetries inherent in understanding listening as a relational process.


Author(s):  
Michael T Compton ◽  
Beth Broussard

People experiencing psychosis often have to deal with a number of problems. These problems may stem from certain symptoms. As explained in Chapter 2, these symptoms may include positive symptoms (such as hearing voices or having unusual beliefs), negative symptoms (such as being isolated, withdrawn, or slow), cognitive dysfunction (such as difficulties with attention, learning, or memory), and other types of symptoms. However, psychosocial difficulties (like problems with school, work, relationships, and recreation/leisure activities) may disrupt life as well, even though they are not necessarily thought of as symptoms. Unfortunately, these types of problems are very common for people dealing with a psychotic disorder. Treating the se difficulties in addition to the specific symptoms is necessary to begin to feel better and to live a full life. In fact, the recovery process focuses as much on resuming school, work, relationships, and leisure activities as it does on remission (see Chapter 11 on Promoting Recovery). Although medicines are extremely important in treating symptoms, especially positive symptoms (see Chapter 6 on Medicines Used to Treat Psychosis), another type of treatments, called psychosocial treatments, focus more on helping patients with these broader problems. Normal psychosocial development begins in childhood but continues throughout adolescence and early adulthood. Adolescence and early adulthood are extremely important times when most people develop social skills and build relationships. Late adolescence and early adulthood is typically a time of finishing high school, starting college, getting a first job, having a first romantic relationship, beginning to live more independently from parents, buying a car, and establishing career goals. Success in all of these domains of life requires both psychological skills and social skills. The term psychosocial brings together these two words. So, psychosocial development refers to the important developmental stage when psychological and social skills mature. Unfortunately, for people who develop a psychotic disorder, late adolescence and early adulthood is the period of time when a first episode of psychosis usually begins. Thus, psychosis that first happens in this time period often interrupts psychosocial development, leading to psychosocial problems. Psychosocial problems refer to difficulties at school, at work, in relationships, or in recreation and leisure activities.


2018 ◽  
Vol 146 (1-2) ◽  
pp. 48-54 ◽  
Author(s):  
Maja Grujicic ◽  
Jelena Jovicic-Bata ◽  
Budimka Novakovic

Introduction/Objective. Work motivation and job satisfaction are key issues for organizations nowadays. The aim of this study was to examine whether there is a difference in work motivation and job satisfaction among doctors and nurses in Vojvodina, Serbia. Methods. The study included a sample of 230 doctors and 489 nurses, employed in three health centers. Data collection was performed using a self-administered questionnaire. Results. The doctors, compared to the nurses, were significantly more motivated by the work motivation factors: accomplishing goals of the health center, good work relationships, positive work environment, possibilities for improvement, and independence at work. Compared to nurses, doctors were significantly more satisfied with the level of independence at work. Conclusion. In comparison to nurses, the doctors are more motivated and satisfied with their job.


ASHA Leader ◽  
2018 ◽  
Vol 23 (5) ◽  
pp. 38-41 ◽  
Author(s):  
Rachel Kasthurirathne ◽  
Lacy Alana ◽  
Jim Ansaldo
Keyword(s):  

ASHA Leader ◽  
2015 ◽  
Vol 20 (4) ◽  
pp. 40-41
Author(s):  
Sean J. Sweeney

ASHA Leader ◽  
2015 ◽  
Vol 20 (9) ◽  
pp. 48-54 ◽  
Author(s):  
Katherine Preston
Keyword(s):  

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