Browsing by Author "Conroy, Samantha A., committee member"
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Item Open Access The effects of scenario-based learning on motivation and performance: a case study of multiunit managers in a Fortune 500 retail organization(Colorado State University. Libraries, 2019) Elwell-Chalmers, Stacy, author; Chermack, Thomas J., advisor; Korte, Russ F., committee member; Folkestad, James E., committee member; Conroy, Samantha A., committee memberThe purpose of this study was to assess the effects of scenario-based learning on motivation and performance in the workplace. The primary focus was whether scenario-based learning can increase motivation by using a training process designed to add value to the concepts being taught, shifting motivation to part of the integrated self, and therefore creating more of a basis for "self-determined behavior" (Deci & Ryan, 2005, p. 15). The suggestion that scenario-based learning could promote self-determined behavior also supports the potential for improved performance (Deci & Ryan, 2005). The study findings were intended to help scholars, human resource employees, and organizational development professionals develop complex leadership skills in their employees more efficiently and effectively to get faster results. The successful practice of performance development in today's workplace requires the integration of a wide range of complex skills that extend beyond the explicit to tacit, such as change leadership, portfolio management, team building, and high-level problem solving. Although there is abundant psychological literature on performance development, surprisingly little of this research examines the possibility of leveraging scenario-based learning to move motivation from amotivation to more intrinsic motivation to improve employee performance in the work setting (Deci & Ryan, 2002). Rather, development research has been conducted and governed in the field of human resource development and organizational development (HRD/OD) and focused primarily on performance improvement and on-the-job training. Current organizational training programs cannot provide complex situational development (Lynham, 2002) to accelerate internal employee performance. Given the complexity of development in today's workplace, a development method that could build employee performance by improving motivation (Deci & Ryan, 2005, p. 15) to keep employees developing in their learning would be particularly valuable. The implied link between scenario-based learning and motivation must first be described, understood, and substantiated before it can be assumed to be of strategic utility to performance development. The researcher proposed the use of scenario-based learning as a mechanism for improving employee motivation in the workplace and implies that the more fully an employee internalizes motivation, the more it becomes part of the integrated self, and the more it is the basis for self-determined behavior" (Deci & Ryan, 2005, p. 15) and improved performance. Scenario-based learning was therefore positioned as a tool to empower and engage employees by providing an alternative path to new experiences, expertise, and performance. To investigate these assertions, the Situational Motivation Scale (SIMS), which was designed to assess constructs of intrinsic and extrinsic motivation in field settings, was used as a pre-and postintervention survey (Deci & Ryan, 2002). A series of semistructured interviews were also used to bring more of the subjective aspects of the case study to light. Finally, workplace scorecards were used to assess pre-and postintervention performance according to organizational metrics. The study drew data from 169 managers (61 in the intervention group and 108 in the control group) in a Fortune 500 organization.Item Open Access The personal as the professional: a mediational approach to understanding disclosure of sexual orientation(Colorado State University. Libraries, 2019) Agbeke, Della V., author; Cleveland, Jeanette N., advisor; Kraiger, Kurt, committee member; Henry, Kimberly L., committee member; Conroy, Samantha A., committee memberLesbian, gay, and bisexual individuals experience high rates of interpersonal stressors in the form of mistreatment. Through disclosing one's sexual orientation, one increases the visibility of their marginalized identity, thereby increasing risk for mistreatment. Due to this risk, disclosure has been named as one of the main workplace challenges for LGB individuals. However, one's work life is not siloed from their nonwork life. Disclosure in one domain may affect outcomes and processes within the other. Thus, there is a need to take an integrated perspective in understanding LGB disclosure and outcomes. The current study sought to test the applicability of work-nonwork strain, identity threat, and anticipated work discrimination as mediating variables in the relationship between cross-domain disclosure and work and nonwork outcomes. Additionally, this study sought to assess the conditional indirect effects when coworker support, supervisor support, and nonwork support as moderators between mediating strains and subsequent outcomes. Results suggest that there is a specific indirect effect of work-nonwork strain in the relationship between cross-domain disclosure and physical health, substance use, job satisfaction, and turnover intentions, respectively. Results also suggest that moderated mediation may not be present among the tested relationships.Item Open Access The role of managerial motivating language in turnover intention of public sector employees(Colorado State University. Libraries, 2024) Brito, Marina M., author; Chermack, Thomas J., advisor; Chai, Dae Seok, committee member; Thomas, Cliff, committee member; Conroy, Samantha A., committee memberThis study examined the relationships between three types of managerial motivating language, including a) direction-giving language, b) meaning-making language, and c) empathetic language, and employee turnover intention in the public sector environment. The mediating effect of public service motivation was also examined. Motivating language theory guided this study, variable selection, and hypothesis development. An online questionnaire was distributed to public sector employees of four local government organizations in Utah, US. Descriptive statistics, reliability, correlation, common method variance, confirmatory factor analysis, structural equation modeling, and bootstrapping were used in this study. The results of the analysis confirmed that the hypothesized conceptual model was supported by data. The path analysis showed that motivating language was significantly and negatively associated with public employee turnover intention. Public service motivation did not have a mediating effect on this relationship. The findings supported the application of motivating language theory to the public sector environment with some nuances. The significance of the study includes a deeper understanding of motivating language theory, managerial motivating communication in public sector organizations, and practical applicability of results to leadership development training programs that may influence organizational outcomes including employee turnover intention.