Browsing by Author "Gilley, Jerry W., advisor"
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Item Open Access Assessing safety culture, values, practices, and outcomes(Colorado State University. Libraries, 2010) Chenhall, Everon Christina, author; Gilley, Jerry W., advisor; Waite, Alina M., advisor; Gloeckner, Gene William, 1950-, committee member; Chermack, Thomas J., committee member; Henle, Christine A., committee memberThe purpose of this study was to identify where safety performance improvements can be made, thus establishing a foundation for further study by the company to formulate specific recommendations within the identified areas. The data were analyzed to determine whether five organizational practices and values described herein were predictors of 2009 safety performance. Accordingly, this non-experimental comparative study examined differences in safety culture dimensions between plants that achieved and failed to achieve their 2009 safety goals. The Competing Values Framework (Quinn & Kimberly, 1984) was adapted to assess safety culture strengths and congruencies among plants as an extension of the work of Silva, Lima, and Baptista (Isla DĂaz & DĂaz Cabrera, 1997, p. 643; 2004, p. 643) and DĂaz-Cabrera (2007). Additionally, the underlying values, leadership types, and culture orientations measured through the Questionnaire of Safety Culture Values and Practices were tested for the first time as predictors of accident data. Despite considerable research on safety climate and culture predictors of accidents in organizations (Clarke, 2006), "the practical significance of these factors in the prevention of accidents remains undetermined" (Isla DĂaz & DĂaz Cabrera, 1997, p.643). The researcher analyzed the combination of the difference and associational research questions. Exploration of the first research question involved analyzing the differences among the plants based on the results of the One-Way ANOVA for the five safety culture values and practices scores. Research question two was subdivided into three questions to clarify the three safety performance indicators (OSHA, LTA, and severity). The results of the independent t-tests compared the safety culture values and practices scores across the plants that achieved and failed to achieve 2009 safety goals for Occupational Safety Health Administration (OSHA) incident rates, Lost Time Away (LTA), and severity. Additionally, the five safety culture values and practices scores were compared across geographic regions for research question three. Finally, regression was run to determine if a combination of the safety culture values and practices scores were predictive of 2009 OSHA, LTA, and severity rates. Research question five was subdivided into three questions regarding differences on the safety culture type. To answer the three research questions, t-tests were conducted to examine differences among the plants' three safety outcomes and the plants' averages for each of the four safety culture types. Neither safety culture type scores nor safety culture values and practices scores were predictors of 2009 OSHA, LTA, or severity rates. The t-test results indicated large effects on a) company values, b) communication, c) and usage of accident information between the four plants that did and did not achieve 2009 LTA and severity goals, despite non-significant results. Differences among the plants were noted and analyzed for trends.Item Open Access Development of the student affairs officers work environment perception scale(Colorado State University. Libraries, 2010) Haynes, Derrick Eugene, author; Gilley, Jerry W., advisor; Makela, Carole J., committee member; Scott, Malcolm E., committee member; Venneberg, Donald L., committee memberThe qualitative and quantitative study developed and validated a questionnaire to measure Student Affairs Officers' (SAO) perceptions of the work environment. A review of the literature identified five major categories and 25 elements having an impact on SAOs' perceptions of the work environment. The test instrument (questionnaire) was developed through a focus group informed by the literature with Student Affairs Leaders (SAL). The process yielded a test instrument with 125 items. During February 2010, 1,723 SAOs who are members of Student Affairs Administrators in Higher Education (NASPA) were invited to respond to the Student Affairs Officers Work Environment Perception Scale (SAOWEPS) questionnaire. Of those invited, 702 SAOs responded, yielding a 41% response rate. SAOWEPS was administered online using SurveyMonkey. Exploratory factor analysis (EFA) was conducted to analyze data. EFA identified five factors (relationship between SAL/SAO, job design and ability to do the work, job engagement and satisfaction, workgroup effectiveness, and organizational climate and commitment). In addition, the items were reduced from 125 to 59. The Cronhach's alpha of .962 was found for the 59 items and these items account for 52.3% of the variance with five factors. Data from the validated questionnaire was analyzed to determine if differences between work environment perceptions exist for SAOs who have 1-4 years (n = 215) and 5 or more years of experience (n = 487). An independent samples t test was conducted with the two groups and no significance was found. The researcher then split the two groups into three groups (SAOs with 1-4 years of experience, n = 215 (M = 41.12, SD = 11.90), for SAOs with 5-10 years of experience, n = 322 (M = 43.33, SD = 12.30), and n = 165 (M = 42.55, SD = 12.40) for SAOs with 11+ years of experience) and conducted a one-way ANOVA to see if differences existed. However no significant differences were found. The outcome of the study developed and validated a questionnaire, which measures SAOs' perceptions of the work environment. The questionnaire is useful as it provides SALs with a way to assess a student affairs department or division. Ultimately, SAOWEPS provides insight into the work environment as perceived by SAOs.Item Open Access Employee perceptions of organizational support: an organizational commitment to a balanced work environment(Colorado State University. Libraries, 2011) Miller, Carol Tharp, author; Gilley, Jerry W., advisor; Waite, Alina M., advisor; Banning, Jim, committee member; Good, Glenn, committee member; Scott, Malcolm, committee member; Makela, Carole, committee memberThe purpose of this dissertation was to examine how employees perceive their organization's family-friendly policies as they relate to achieving a positive work-life balance. Work-life balance is defined as the level of satisfaction associated with how one functions at home and work with very little work-life conflict. Work and personal demands are contributing to the need for such family-friendly policies. The literature suggests that companies are making the commitment to adopt formal family-responsive policies, which must be guided by a supportive organizational culture to be successful (Galinsky & Stein, 1990; Kossek & Nichol, 1992). This study explores the impact that one company has made on its employees through the experiences of eight participants. I had to understand how employees perceived the organizational culture and I wanted to understand how work-life balance was influenced by the organizational culture. The study focused on understanding the participants' experiences. Phenomenological research allowed me to share in the experiences of eight New Belgium Brewing Company employees. Phenomenological design enables the researcher to examine the human experience through detailed descriptions of people being studied (Creswell, 1994). The findings revealed how participants experience the culture related to work-life balance. Analysis of the data resulted in five major themes, which represented how participants experienced their work environment. The first of the thematic structures was organizational culture. Culture is integral to how the participants see the organization; however, it does not stand out as a unique component of what New Belgium Brewing Company does--it was more about who they are. Culture connects the participants to New Belgium Brewing Company. The second theme was relationships. Relationships built in direct correlation to the organizational culture. Work-life balance was the third theme, revealing the participant responses were less about company policies and programs and more about participants working in a company that cared. The fourth theme related to participants' commitment; participants want to do the best job they could, not only for the company, but specifically for the company CEO. The fifth theme was sustainability, suggesting the size of the company could be a factor in maintaining a sense of community.Item Open Access Group dynamics and decision making: backcountry recreationists in avalanche terrain(Colorado State University. Libraries, 2010) Bright, Leslie Shay, author; Gilley, Jerry W., advisor; Chermack, Tom, advisor; Makela, Carole J., committee member; Thompson, Jessica Leigh, committee memberThe purpose of this study was to describe and determine the prevalence of decision-making characteristics of recreational backcountry groups when making a decision of where to travel and ride in avalanche terrain from the perspective of individuals. Decision-making characteristics encompassed communication, decision-making processes, leadership, and group factors, including groupthink and bounded awareness. Additionally, the study sought information on decision outcomes and group attributes and explored relationships among the characteristics, outcomes, and attributes. As little empirical findings existed, this study sought to provide foundational knowledge regarding the dynamics and decision making of winter recreational backcountry groups traveling in avalanche terrain. This study utilized quantitative, cross-sectional survey research and a newly developed instrument. Participants were asked to complete the instrument online and reflect on one 2009-2010 backcountry outing in which they traveled with at least one other person in avalanche terrain. The study included 524 respondents with approximately 70% reporting an outing that occurred in Colorado. Scale scores were determined for communication, decision-making processes, groupthink, bounded awareness, and decision outcomes. The Cronbach's alphas ranged from .41 to .80. With Spearman's correlation coefficient, positive, significant relationships were found between each of the five decision-making characteristics and between the characteristics and decision outcomes. Associations between leadership and the other decision-making characteristics and decision outcomes ranged from .09 to .22. The associations between group decision outcomes and the decision-making characteristics ranged from .16 to .45, and the correlations between communication, decision-making processes, groupthink, and bounded awareness ranged from .59 to .78. Relationships were found between particular group attributes and the characteristics and outcomes. Notably, communication worsened and groupthink increased as groups got larger, and as respondents spent more days per season in avalanche terrain they reported their groups to have more thorough decision-making processes. The findings provide support for a variety of the suggested group behaviors presented in the literature as well as new insights on group dynamics and decision making. This study contributes to the avalanche hazard evaluation literature and educational resources and could positively impact the safety of those traveling in avalanche terrain.Item Open Access Group potency in graduate learning communities: organizational support, group size, and duration of membership(Colorado State University. Libraries, 2008) Shelton, Paul M., author; Gilley, Jerry W., advisor; Folkestad, James E., committee member; Rademacher, Robert A., committee member; Makela, Carole J., committee member; Venneberg, Donald L., committee memberThis quantitative study analyzed group potency in graduate learning communities. Group potency is the collective belief that a group can succeed, achieve, and be effective in its endeavor. The study addressed these relationships -- group potency and (a) participants’ perception of organizational support, (b) length of time participants have been together, and (c) size of the learning community, and size of the learning community and the perception of organizational support. The study used a three part questionnaire. The first section identified levels of perceived organizational support and was developed by Eisenberger. The second section measured group potency as developed from Shea and Guzzo. Finally, the third part asked for demographic data. There were 192 participants from four universities' graduate school cohorts who responded to an electronically distributed questionnaire. The findings were analyzed using Pearson's r and ANOVAs to identify relationships between the variables or differences among groups. Respondents were between the ages of 31 and 50 years (60.2%). Females accounted for 69.3% of the sample. All respondents were completing or had completed either a master’s degree or doctoral degree in business, education, human resources, or organizational development as identified by the participants, not the programs' designation. The findings suggest that there is a significant relationship between group potency and perceived organizational support. However, there were no significant relationships between length of time of membership and group potency, group size and group potency levels, and group size and levels of perceived organizational support. The implications for practice are that in graduate school cohorts, group potency can be increased by increasing students' perception that the organization supports it.Item Open Access Leadership perceptions of results and return on investment training evaluations(Colorado State University. Libraries, 2010) Preston, Kevin F., author; Gilley, Jerry W., advisor; Waite, Alina M., advisor; Banning, James H., committee member; Francis, G. James (Glenn James), 1942-, committee memberThis study sought to validate whether the literature on high level training evaluation (level four results and level five return on investment) accurately reflected the expectations of organizational leaders regarding training evaluation reports. The researcher was interested in what high level training evaluation was being conducted at organizations and whether leaders believed the claims found in the high level training evaluation reports they were receiving. This qualitative study used a multi-site case study method to examine the training evaluation practices of the U.S.'s ten largest Catholic healthcare organizations. The case study began with a survey sent to the lead HRD professional in each of the target organizations to understand training evaluation practices. Follow-up interviews with HRD professionals were held with six of the eight organizations that responded to the survey and who also measured level four (result) or level five (return on investment) training evaluations. An in-depth analysis of the training practices at four of those organizations, including interviews with nine senior leaders, provided the remaining data regarding training evaluation practices and leadership perceptions of high level training evaluations. Findings of the study indicated that while leaders did not always request high level training evaluation data, they found that data to be very valuable when given to them. Leaders wanted to see reports that indicated training program success including metrics that were important to the organization as a whole, not just to HRD professionals. Reports that included both quantitative and qualitative metrics woven into compelling stories were perceived to be most beneficial. These metrics needed to reflect organizational goals, not training department goals. Data obtained from sources seen by the organization as a whole as credible made the reports more believable. Claims of training impact provided directly by training participants were also common and were seen as credible as long as those learners were required to report their application of learning back to their own leadership teams for authentication. Findings from this study were consistent with related literature on the topic. This study provided further evidence that leaders were expecting certain high level training evaluation data to be provided in order to demonstrate training value.Item Open Access The experiences of retirees and their decision to return to the workforce: implications for organizations(Colorado State University. Libraries, 2005) Venneberg, Donald L., author; Gilley, Jerry W., advisor; Banning, James H., committee member; Shulman, Steven, committee member; Makela, Carole J., committee memberThe purpose of this study was to discover and describe the meaning retirees ascribe to the experience of retiring and then returning to paid work. The study followed a qualitative research design of interpretive phenomenological analysis. Twelve retirees (seven men and five women) who had returned to paid work were interviewed for the study. Two sets of themes emerged from this study. The first set of major themes provided the context of the findings of the study; reasons for retiring, reasons for returning to work, barriers or challenges to returning to work and why they chose to work for the particular organization or do the particular type of work in their post-retirement employment. The set of constituent themes within the context themes provided the basis of the essence of how the participants experienced the phenomenon of retiring and returning to work.Item Open Access Understanding diversity: how university administrators and first-generation non-majority students experience diversity at their university(Colorado State University. Libraries, 2008) Blue, James P., author; Gilley, Jerry W., advisorThis qualitative study examined how university administrators and first-generation non-majority students experience diversity at their university. The phenomenon of is this a real true picture of New Hope University was examined through data collected in personal and telephone interviews with five college admission officials and six first-generation non-majority freshman students from one university. Themes emerging from the study were Attraction, Codification, Implementation, and Diversity. The theme Attraction expresses the positive words and experiences that solidify the participants' desire and willingness to attend New Hope University (NHU). Supporting themes are presented that clarify the participants' excitement, anxiety, and openness to attend NHU. Codification is a theme that explains the systematic use of their university's strategic plans, admission standards, and policies that administrators are expected to follow in order to achieve the diversity goals of their institution. Supporting themes are presented that indicate a connection between the accomplishment of achieving the institution's diversity goals, while adhering to the strategic plan, admission standards, and policies of the institution. The theme Implementation illustrates the institution's strategies to attract first-generation non-majority freshman students to its campus. Supporting themes will show that these strategies work. The final theme Diversity describes throughout this dissertation the importance and relevance it has to achieving a diverse student body. Its supporting themes will show the impact and importance that diversity has on students making the decision to attend this institution. The findings were interpreted and presented in relationship to the literature.Item Open Access Visualizing work flow for process improvement: a case study of class scheduling at a university(Colorado State University. Libraries, 2008) Waite, Alina Michelle, author; Gilley, Jerry W., advisorThe purpose of this case study was to analyze and map class scheduling by a school in a higher education setting so that the process could be understood, documented, and ultimately improved. Class scheduling is a process by which faculty and staff generate a class schedule. A class schedule is a common source of information from which faculty, staff, and students plan and organize their personal and professional lives. A class schedule has several components including course descriptions, days, times, locations, enrollment capacities, and names of instructors. The school, part of a university, initiated an analysis of class scheduling to address inefficiencies in the process and occasional errors that appeared in the final class schedule. The school offers numerous options for students interested in educator licensing, graduate degree programs, and professional development through its three main functions and respective academic programs of study. Opportunities for performance improvement often exist at functional interfaces, as described by Rummler and Brache. This qualitative research study took place in two phases from Fall 2006 to Spring 2008. Data were collected using multiple methods from a variety of sources including document reviews, interviews, and focus groups. A total of 34 individuals participated in Phases I and II combined. Three primary research questions were asked to address the present performance problem involving class scheduling at the school: (1) How does class scheduling operate within the school? (2) What are the problems associated with class scheduling? (3) How can class scheduling be improved? Answers to these research questions satisfied the aims of the study: the work activities or process steps and their sequence were defined and documented, performance issues were identified along with performance indicators, and finally recommendations were made for future performance improvement. Findings indicated written procedures describing class scheduling were not available and therefore the performance gap could not be properly assessed. Process maps and timelines were created to visualize work flow for further consideration in developing appropriate procedures and improving the overall efficiency and effectiveness of class scheduling.Item Open Access Workforce Investment Act of 1998: one state's approach to a workforce development partnership(Colorado State University. Libraries, 2008) Wilkinson, Vida D., author; Gilley, Jerry W., advisor; Makela, Carole J., committee member; Cole, Dennis W., committee member; Thilmany, Dawn D. (Dawn Denise), committee memberThe purpose of this qualitative case study was twofold. The first purpose was to describe what influence the implementation of the Workforce Investment Act of 1998 (WIA) had on three workforce development partners—employment services, economic development, and community college system. The second was to describe the process utilized that created the workforce development partnership. The state studied was implementing both federal and state workforce legislation with a priority on training and education to meet the needs of business, which was defined by the participants as workforce development. The state was experiencing a lack of workforce with knowledge in technical skills needed for a booming economy mineral extraction industry. Further, there was a natural shortage of workers due to declining K- 12 school enrollments and a higher than national average early baby boomer population.