When and How Workplace Helping Promotes Deviance? An Actor-Centric Perspective

Despite the vast academic interest in workplace helping, little is known about the impact of different types of helping behaviors on physiological and behavioral ramifications of helpers. By taking the actor-centric perspective, this study attempts to investigate the differential impacts of three kinds of helping behaviors (caring, coaching, and substituting helping) on helpers themselves from the theory of resource conservation. To test our model, 512 Chinese employees were surveyed, utilizing a three-wave time-lagged design, and we found that caring and coaching helping were negatively associated with workplace deviance, whereas substituting helping was positively associated with subsequent workplace deviance. Emotional exhaustion mediated the effects of three helping behaviors on subsequent workplace deviance. Moreover, employees' extrinsic career goals influenced the strength of the relationship between three helping behaviors and emotional exhaustion and the indirect effects of three helping behaviors on subsequent workplace deviance via emotional exhaustion. We discuss the implications of our findings for both theories and practices.

Motivation of Management Information Systems Students Towards Online Learning in the COVID-19 Pandemic

The rapid spread of the COVID-19 pandemic made it necessary to take serious precautions in the field of education, so schools were closed in many countries and switched to online education. The pandemic has caused similar changes in higher education institutions in Turkey. The motivation of the students is an important component in achieving the targeted success of the rapidly adapted online education. This study aims to investigate the factors that affect the motivation of management information systems students towards online education conducted during the COVID-19 pandemic. The findings reveal that the role of instructor, system support, and time management come to the fore in students' positive motivation. On the other hand, ineffective group work, failure to achieve career goals, prolonged pandemic period, and breakdown in social relationships have influence on students' negative motivation. It is expected that this study will guide policy developers for distance education and instructional strategies to be developed in the field of management information systems.

Launching Diversity-Intelligent Strategies in Organizations

The purpose of this chapter is to provide diversity intelligent strategies that can be used by leaders to eliminate ineffective diversity efforts, enhance effective diversity efforts, and provide new diversity intelligent strategies in organizations. Integrating DQ alongside emotional, cultural, and intellectual intelligences in the workplace can strengthen the effectiveness of leaders' people management efforts. Most employees enter organizations with the expectation of having positive experiences with their leaders and achieving success towards their career goals. Yet, many are marginalized or limited in their opportunities for advancement for reasons of which they have no control. The eradication of ineffective training and development of diversity must occur for effective change to occur. Credible DQ, ethical and legal issues, and workforce inter-personnel diversity training programs must be launched by HRD professionals and organization leaders so that leaders are developed to provide employees with fair and just treatment and successful career development will ensue.

The Changing Landscape of Doctoral Education in Science, Technology, Engineering, and Mathematics: PhD Students, Faculty Advisors, and Preferences for Varied Career Options

The landscape of graduate science education is changing as efforts to diversify the professoriate have increased because academic faculty jobs at universities have grown scarce and more competitive. With this context as a backdrop, the present research examines the perceptions and career goals of advisors and advisees through surveys of PhD students (Study 1, N = 195) and faculty mentors (Study 2, N = 272) in science, technology, engineering, and math disciplines. Study 1 examined actual preferences and career goals of PhD students among three options: research careers, teaching careers, and non-academic careers in industry, and compared the actual preferences of students with what they perceived as being the normative preferences of faculty. Overall, students had mixed preferences but perceived that their advisors had a strong normative preference for research careers for them. Moreover, students who ranked research positions as most desirable felt the most belonging in their academic departments. Further analyses revealed no differences in career preferences as a function of underrepresented minority (URM) student status or first-generation (FG) status, but URM and FG students felt less belonging in their academic departments. Study 2 examined faculty preferences for different careers for their advisees, both in general and for current students in particular. While faculty advisors preferred students to go into research in general, when focusing on specific students, they saw their preferences as being closely aligned with the career preference of each PhD student. Faculty advisors did not perceive any difference in belonging between their students as a function of their URM status. Discrepancies between student and faculty perceptions may occur, in part, because faculty and students do not engage in sufficient discussions about the wider range of career options beyond academic research. Supporting this possibility, PhD students and faculty advisors reported feeling more comfortable discussing research careers with each other than either non-academic industry positions or teaching positions. Discussion centers on the implications of these findings for interpersonal and institutional efforts to foster diversity in the professoriate and to create open communication about career development.

Preparing for a Career in Pediatric Hospital Medicine: A Needs Assessment and Recommendations for Individualized Curricula

OBJECTIVES: The individualized curriculum within residency programs allows residents to tailor their elective time toward future career goals and interests. Our objective was to identify experiences and activities that would foster resident interest and enhance preparation for a career in pediatric hospital medicine (PHM). METHODS: Electronic surveys were distributed to pediatric hospitalists, PHM fellowship directors, and graduating PHM fellows. These stakeholders were asked to identify key experiences for residents to explore before entering fellowship or practice. Descriptive statistics and thematic analysis were performed on survey responses. RESULTS: Forty-six percent of PHM fellows (16 of 35), 42% of pediatric hospitalists (149 of 356), and 58% of fellowship program directors (35 of 60) completed the survey. All 3 groups identified complex care as the most important clinical experience to gain in residency. Other highly valued clinical experiences included pain management, surgical comanagement, and palliative care. Lumbar puncture, electrocardiograph interpretation, and airway management were identified as essential procedural skills. Nonclinical experiences that were deemed important included quality improvement, development of teaching skills, and research methodology. All groups agreed that these recommendations should be supplemented with effective mentorship. CONCLUSIONS: Identification of key clinical experiences, nonclinical activities, and mentorship for residents interested in PHM may assist with tailoring the individualized curriculum to personal career goals. Incorporating these suggested experiences can improve preparedness of residents entering PHM.

Beliefs and Attitudes that Influence Learning

Mind, Brain, and Education (MBE) is a transdisciplinary area that joins neuroscience, psychology, and education to inform teaching practice and educational policy with research that can be translated into applicable and reflective tenets and principles of how students learn more effectively. It is well established in the MBE literature that what leads students to success are not only cognitive abilities but also beliefs and attitudes towards learning, which forms a complex and multifaceted universe with different levels of influence. This study has conducted a literature review on the contributions of MBE concerning these beliefs and attitudes and attempted to summarize them into a useful guide that might help students reflect on their academic achievement throughout life. Four essential elements were analysed and discussed, namely: growth mindset, metacognition, self-efficacy, and neuroplasticity. It is argued that these concepts are of paramount importance to anyone who wishes to accomplish both academic and career goals and they are aligned with the notion of lifelong learning.

Exploring Mortality Salience and Pandemic Impact in the Context of COVID-19

Mortality salience refers to a state of conscious awareness of death and the inevitable conclusion of life, associated with psychological terror. The COVID-19 pandemic generated increased awareness of illness and death, and effectuated changes in death cognitions and people’s experiences around psychological or sociocognitive domains of media and life goals. To understand these changes, this study administered the Multidimensional Mortality Awareness Measure (Levasseur et al., 2015) to 103 emerging adults in India, post which 6 participants proceeded for a semi-structured interview exploring pandemic experiences, news consumption and goal prioritization, to examine specific areas in relation to death cognition. The thematic analysis demonstrates psychological effects, and discusses developments in health and death-related psychological processes. Focus on career goals and health maintenance, cautious news consumption and disadvantageous impacts on mental health are seen, significant in navigating healthcare measures for emerging adults, as we move forward into this ‘new normal’.

Ticket to Ride: I-deals as a Strategic HR Tool for an Employable Work Force

We describe how idiosyncratic deals (I-deals), in this case I-deals focused on workers’ employability enhancement, can serve as a powerful strategic HR tool for simultaneously meeting both the strategic goals of employers and the career goals of employees. Building on a sustainable career perspective, I-deals are interpreted as highly valuable, as they can help individual employees to more easily adapt to the fast-changing environments that nowadays characterize society and the labor market. After theoretical outlines on the concepts of I-deals and employability, we argue that I-deals can form the basis for integrative employment relationships aimed at employability enhancement. This article concludes with concrete recommendations for practice, indicating that in order to enable the sound use of I-deals as a strategic HR tool, organizations should discuss I-deals and employability openly through constructive dialogue. Moreover, examples for achieving this through specific practices, such as working with employability coaches and world cafés on employability, are described.

Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital

Social capital strengthens emerging adults’ ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address this gap, the current study examined how social capital derived from peers and near-peers contributes to emerging adults’ ability to actively mobilize social capital in pursuit of their education or career goals (i.e., self-initiated social capital) and, in turn, their education and career outcomes. A total of 841 emerging adults who participated in one of five community-based education and/or workforce support programs were surveyed (72% female; Mage = 20.1, SD = 1.84; 35% Latinx, 30% Black, 19% Asian, 16% Other). Peer social capital was indirectly associated with outcomes (i.e., progress towards education/career goals, commitment to paying-it-forward, collective efficacy to change systems) via greater self-initiated social capital, whereas near-peer social capital was both directly and indirectly associated with outcomes. The mechanisms by which peer and near-peer social capital support emerging adults as they work towards their goals may differ and have important program implications.

Parenthood, Parental Benefits, and Career Goals Among Pediatric Residents: 2008 and 2019

OBJECTIVES Examine reported availability of parental benefits for pediatric residents and impact of parenthood on reported importance of characteristics of post-training positions and career goals in 2008 and 2019. METHODS We analyzed data from American Academy of Pediatrics surveys of graduating residents in 2008 and 2019 querying (1) parenthood, (2) benefits during residency, (3) importance of parental benefits and job characteristics in post-training position, and (4) subspecialty career goal. Logistic regression was used to estimate independent effects of gender, partner status, and parenthood via derived predicted values (PVs). RESULTS Of 1021 respondents, three-fourths were women. Respondents in 2019 were less likely than in 2008 to have children (24.5% vs 33.8%, P < .01). In 2019, respondents were less likely to report availability of maternity (PV = 78.5% vs 89.5%, P < .001) or parental leave (PV = 42.5% vs 59.2%, P < .001) and more likely to report availability of lactation space (PV = 77.8% vs 56.1%, P < .001.). Most residents reported control over work hours, family considerations, and number of overnight calls per month as essential or very important characteristics in post-training positions. Controlling for resident characteristics, parenthood was associated with importance of family considerations and overnight calls in post-training position. Parenthood did not associate with subspecialty career goals, but gender did. CONCLUSIONS Residents are less likely to report availability of parental benefits during residency training in 2019. Most residents, both those with children and those without, consider parent friendly characteristics important in post-training positions. Parenthood does not correlate with subspecialty career goals independent from gender.