Thriving in Central Network Positions: The Role of Political Skill

Theory suggests that thriving, the feeling of vitality and experience of learning, is in large part determined by the social environment of employees’ workplace. One important aspect of this social environment is the position of an individual in the communication network. Individuals who are sources of communication for many colleagues often receive benefits because other employees depend heavily on these individuals for information; however, there may also be drawbacks to this dependence. In particular, employees who are central in the communication network may experience more role overload and role ambiguity and, in turn, lower levels of workplace thriving. Individual differences are also likely to explain why some individuals are more likely to thrive. Relying on research that views organizations as political arenas, we identify political skill as an individual difference that is likely to enhance workplace thriving. Using a moderated-mediation analysis, we find support for the indirect cost of communication centrality on workplace thriving through role overload and role ambiguity. Furthermore, we identify both direct and moderating effects of political skill. Specifically, political skill mitigates the extent to which employees experience role ambiguity, but not role overload, associated with their position in the communication network, and these effects carry through to affect thriving. Star employees are often central in communication networks; with this in mind, we discuss the implications of our findings for employees and organizations.

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The Implementation of Clique Strategy in Regrouping Program to Increase Farmer’s Interest and Loyalty in Sugarcane Farming

Journal of Socioeconomics and Development ◽

10.31328/jsed.v2i2.1168 ◽

2019 ◽

Vol 2 (2) ◽

pp. 88

Author(s):

Danang Permadhi ◽

Trikuntari Dianpratiwi

Keyword(s):

Communication Network ◽

Communication Networks ◽

Transport Processes ◽

Social Aspect ◽

Sugar Factory ◽

Sugarcane Farming ◽

Or Groups ◽

The Social ◽

The Government

The area size of sugarcane planting nationally shows a decrease. This is also marked by a decrease in the interest of farmers planting sugarcane and low loyalty to the sugar factory. In 2014, the government established a sugarcane management regrouping program. The regrouping program provides benefits for the efficiency of sugarcane planting, more effective in cutting and transport processes, forging farmer group and sugar factory, and increasing farmers' loyalty to the sugar factory. The weakness of the regrouping program is that it emphasizes technical aspects only. The criterion of the social aspect is essential because this always saves problems related to communication networks and establishing cooperation. Through the clique strategy, this can conduct a communication network analysis in regrouping. Regrouping programs can build social interaction and communication networks. The form and level of communication network structure in the regrouping program can place actors or farmers build communication networks and cooperate in sugarcane farming. Understanding the role of cooperation networks between farmers or groups determines the success of regrouping sugarcane.JEL Classification: P32, O35, Q18

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New Democracy in Digital Era through Social Media and News Online

Humaniora ◽

10.21512/humaniora.v11i1.6182 ◽

2020 ◽

Vol 11 (1) ◽

pp. 13

Author(s):

Abitassha Az Zahra ◽

Eko Priyo Purnomo ◽

Aulia Nur Kasiwi

Keyword(s):

Social Media ◽

Social Network ◽

Communication Networks ◽

Social Communication ◽

Development Policy ◽

Online News ◽

Digital Era ◽

The Social ◽

New Democracy

The research aimed to explain the pattern of social communication on the issue of rejection of the PLTU Batang development policy. It used data on Twitter accounts involved in the rejection of the PLTU Batang development policy. In analyzing existing data, qualitative methods and social analysis networks were used. To see social networks in the rejection of the PLTU Batang development policy, the research used the NodeXL application to find out the patterns of social communication networks in #TolakPLTUBatang. From the results, it can be seen that in the dissemination of social networking information, the @praditya_wibby account is the most central account in the social network and has a strong influence on the social network. The @praditya_wibby account has a role in moving the community through Twitter to make a critical social movement. This means that in the current digital era, democracy enters a new form through the movement of public opinion delivery through social media. Besides, by encouraging the role of online news, the distribution of information becomes faster to form new perceptions of an issue. This is evident from the correlation network where the @praditya_wibby account has correlations with several compass online media accounts, tirto.id, okezonenews, vice, antaranews, BBCIndonesia, and CNN Indonesia.

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Studying individual differences in the social environment to better understand language learning and processing

Linguistics Vanguard ◽

10.1515/lingvan-2016-0015 ◽

2016 ◽

Vol 2 (s1) ◽

Author(s):

Shiri Lev-Ari

Keyword(s):

Second Language ◽

Individual Differences ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Social Environment ◽

Native Speakers ◽

Linguistic Performance ◽

The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

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University Students’ Learning Disruption and Affordance in a Contested Learning Environment

Research in Social Sciences and Technology ◽

10.46303/ressat.2021.23 ◽

2021 ◽

Vol 6 (3) ◽

pp. 25-44

Author(s):

Siti Nur'Aini

Keyword(s):

Learning Environment ◽

University Students ◽

Social Environment ◽

Online Survey ◽

Case Study Approach ◽

First Semester ◽

Study Approach ◽

The Social

This study investigates how university students engage with their learning affordances in a contested environment due to the Coronavirus pandemic. This qualitative research employed a case study approach involving 136 participants. Data analysis was conducted using qualitative analysis as a circular process to describe, classify, and perceive the phenomenon and how the learning, affordances, and society were interconnected. The main framework of the research was the theory of affordance and how it was available for university students in their learning environment that changed due to the COVID-19 pandemic. Data were collected in the first semester of 2020 through an online survey on Google form. The findings indicate the importance of the social environment to provide affordance for the students to adjust with them. Four kinds of affordances emerged from the study; internet affordance, assignment affordance, domestic affordance, and distance learning affordance. The role of the social environment is definitive in changing how students manage their affordances.

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THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

Knowledge International Journal ◽

10.35120/kij2803915k ◽

2018 ◽

Vol 28 (3) ◽

pp. 915-919

Author(s):

Krasimira Stefanova Petrova

Keyword(s):

Social Environment ◽

Modern Society ◽

Research Problem ◽

Social Experience ◽

Educational Process ◽

School Age ◽

The Social ◽

The Family ◽

The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

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The Social Environment’s Relationship With Frailty: Evidence From Existing Studies

Journal of Applied Gerontology ◽

10.1177/0733464816688310 ◽

2017 ◽

Vol 38 (1) ◽

pp. 3-26 ◽

Cited By ~ 17

Author(s):

Daan Duppen ◽

Michaël C. J. Van der Elst ◽

Sarah Dury ◽

Deborah Lambotte ◽

Liesbeth De Donder ◽

...

Keyword(s):

Social Support ◽

Social Networks ◽

Social Environment ◽

Social Participation ◽

Later Life ◽

Informal Networks ◽

Five Dimensions ◽

The Social ◽

The Family

Increasingly, policymakers assume that informal networks will provide care for frail older people. While the literature has mainly discussed the role of the family, broader social networks are also considered to be important. However, these social networks can diminish in later life. This systematic review investigates whether the social environment increases the risk of frailty or helps to prevent it. Findings from 15 original studies were classified using five different factors, which denoted five dimensions of the social environment: (a) social networks, (b) social support, (c) social participation, (d) subjective neighborhood experience, and (e) socioeconomic neighborhood characteristics. The discussion highlights that the social environment and frailty are indeed related, and how the neighborhood dimensions and social participation had more consistent results than social support and social networks. Conclusively, recommendations are formulated to contemplate all dimensions of the social environment for further research examining frailty and community care.

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The wider social system

Mentalising and Epistemic Trust ◽

10.1093/med-psych/9780198871187.003.0010 ◽

2021 ◽

pp. 238-281

Author(s):

Robbie Duschinsky ◽

Sarah Foster

Keyword(s):

Mental Health ◽

Social Environment ◽

Social System ◽

Public Mental Health ◽

Epistemic Trust ◽

School Based ◽

System P ◽

The Social ◽

The Individual

Critics have alleged that in attempting to adapt to the individual-centric environment of contemporary health provision, mentalization-based therapy itself has been complicit with the atomization of society. Conversations with his colleague Peter Fuggle and Dickon Bevington at the Anna Freud Centre have also had a profound role in highlighting to Fonagy the importance of the wider social system around the individual. Pursuing these questions, this chapter begins by examining the growing attention to the social environment shown by Fonagy and colleagues, and especially their exploration of the role of friends and friendships for mentalization and epistemic trust. It will then examine the reflections and research by Fonagy and collaborators on public mental health. The researchers’ hopes regarding school-based prevention will be given particular attention, and the chapter will also show how this work has shaped Fonagy’s efforts as a policy influencer. Finally, the chapter will appraise the considerations offered by Fonagy and colleagues of the role of culture, in particular the issue of whether attention to cultural processes should be regarded as mentalizing, non-mentalizing or as not mentalizing, and whether organizations and societies can themselves be said to institutionalize cultures of mentalizing or non-mentalizing.

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Individuality and habits in institutional economics

Journal of Institutional Economics ◽

10.1017/s1744137419000171 ◽

2019 ◽

Vol 15 (5) ◽

pp. 791-809

Author(s):

Heath Spong

Keyword(s):

Social Context ◽

Social Environment ◽

Institutional Economics ◽

Individual Development ◽

Self Concept ◽

Structure Framework ◽

The Social ◽

The Impact ◽

Over Time

AbstractIn this paper a sophisticated conception of individuality is developed that extends beyond simple heterogeneity and is consistent with the approach of institutional economics. Studies of human biological and psychological development are used to illustrate the foundations of human individuality and the impact of the social environment on individual development. The link between the social environment and ongoing agential properties is established through the role of habits, which provide some continuity to individual personalities over time and assist them in navigating the social context they inhabit. Reflexivity is established via an agency-structure framework that endows individuals a changeable self-concept and an ability to interpret their relationship to the social context. The coordination of different individuals is explained not simply through reference to institutional structure, but also through the agent-level properties of shared habits. While reducing differences between individuals to one of degrees, shared habits are shown to be particularly important in the context of agent-sensitive institutions. Finally, the potential for different institutional experiences to impact the reflexivity of individuals is explored.

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