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Description
Using experience, observations, data, current research, and writings in the field of volunteer management, it was determined there was a need to study the effects of leadership/management practices on the productivity outcomes of a volunteer construction workforce. A simple wood bench that would be tiled and painted was designed to test the areas of Time, Waste, Quality, Safety, and Satisfaction of different volunteer groups. The challenge was bolstered by giving the teams no power tools and limited available resources. A simple design of experiment model was used to test highs and lows in the three management techniques of Instruction, Help, and Encouragement. Each scenario was tested multiple times. Data was collected, normalized and analyzed using statistical analysis software. A few significant findings were discovered. The first; the research showed that there was no significant correlation between the management practices of the leader and the satisfaction of the volunteers. The second; the research also showed when further analyzed into specific realistic scenarios that the organizations would be better to focus on high amounts of Help and Encouragement in order to maximize the productivity of their volunteer construction workforce. This is significant as it allows NPO's and governments to focus their attention where best suited to produce results. The results were shared and the study was further validated as "significant" by conducting interviews with experts in the construction nonprofit sector.
ContributorsPrigge, Diedrich (Author) / Sullivan, Kenneth (Thesis advisor) / Wiezel, Avi (Committee member) / Badger, William (Committee member) / Arizona State University (Publisher)
Created2013
Description
After decades of dormancy, character is re-emerging as an important research topic among organizational leadership researchers in response to the need to better explain the source of certain exemplary and ethical leader performance (Hannah & Avolio, 2011; Leonard, 1997; Thompson & Riggio, 2010; Wright & Goodstein, 2007). However, efforts to operationalize character are criticized for their abstract and idealistic trait-based conceptualizations that fail to capture the reality of leadership and situational dynamics (Conger & Hollenbeck, 2010). The purpose of this study is to develop a more robust theoretical approach to character that is empirically grounded in the real life complexities of leadership. Combat provides the context for this study because the adversity of such an extreme context tends to make character a more salient and readily observable phenomenon than in more conventional organizational contexts (Wright & Quick, 2011; Hannah, Uhl-Bien, Avolio, & Cavarretta, 2009). I employed an ethnographic grounded theory design to gain a unique insider's perspective absent in many studies of leader character (Charmaz, 2009; Parry & Meindl, 2002). Data collection involved (1) physically embedding for six months with U.S. Army small unit infantry leaders operating in combat in Afghanistan; (2) participant observation in the full range of combat activities engaged in by these leaders; and (3) in-depth semi-structured interviews with key informants. An important contribution of this study is that the emergent concept of leader character is fully situated in the leader's social and environmental context represented by the leader's inner struggle to resist the adversity of combat and uphold the standards of leadership. In this dialectical framework, certain agentic resources important to resolving this inner struggle emerge as the locus of leader character. This agency-based concept of character is rooted in the internalization of the standards of leadership through identity-conferring normative commitments and entails particular motivational and volitional capacities. These produce a distinct mode of functioning--a strong form of personal moral agency--characterized by the leader's willingness to sacrifice in upholding standards in the face of adversity. This primacy of leader agency over adversity is the hallmark of leader character--what I call the character to lead.
ContributorsJennings, Peter L. (Author) / Corley, Kevin (Thesis advisor) / Waldman, David (Thesis advisor) / Hannah, Sean T (Committee member) / Arizona State University (Publisher)
Created2013
Description
In order to cope with the decreasing availability of symphony jobs and collegiate faculty positions, many musicians are starting to pursue less traditional career paths. Also, to combat declining audiences, musicians are exploring ways to cultivate new and enthusiastic listeners through relevant and engaging performances. Due to these challenges, many community-based chamber music ensembles have been formed throughout the United States. These groups not only focus on performing classical music, but serve the needs of their communities as well. The problem, however, is that many musicians have not learned the business skills necessary to create these career opportunities. In this document I discuss the steps ensembles must take to develop sustainable careers. I first analyze how groups build a strong foundation through getting to know their communities and creating core values. I then discuss branding and marketing so ensembles can develop a public image and learn how to publicize themselves. This is followed by an investigation of how ensembles make and organize their money. I then examine the ways groups ensure long-lasting relationships with their communities and within the ensemble. I end by presenting three case studies of professional ensembles to show how groups create and maintain successful careers. Ensembles must develop entrepreneurship skills in addition to cultivating their artistry. These business concepts are crucial to the longevity of chamber groups. Through interviews of successful ensemble members and my own personal experiences in the Tetra String Quartet, I provide a guide for musicians to use when creating a community-based ensemble.
ContributorsDalbey, Jenna (Author) / Landschoot, Thomas (Thesis advisor) / McLin, Katherine (Committee member) / Ryan, Russell (Committee member) / Solis, Theodore (Committee member) / Spring, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the processes of academic advisement in a school-centric university environment utilizing the O'Banion Model of Academic Advising (1972) as a baseline for theoretical comparison. The primary research question sought to explore if the O'Banion Model of Academic Advising, a dominant theory of advisement processes, was still representative of and present in contemporary advisement. A qualitative case study methodology was utilized to explore the lived experiences of professional staff academic advisors in the academic advisement process. Eleven professional staff advisors were interviewed for up to 90 minutes each about their lived experience in providing academic advisement services. A structured series of questions were asked about the academic advisors' experiences with the process and their daily advisement activities. The participants were asked how the vision, mission, philosophies, and structures of the institution impacted their role and responsibilities in the advisement process. Mixed results were found over the presence of the O'Banion Model in contemporary advisement. The results revealed significant additional workloads, unique structures, and complex roles as a result of the institution's school-centric philosophy. Role ambiguity and confusion over responsibility for the advisement process were found.
ContributorsDickson, Thomas (Author) / Wilkinson, Christine Kajikawa (Thesis advisor) / Avants, Lowell (Committee member) / Sullivan, Linda (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study examined instructional and attitudinal changes influencing faculty members in a proprietary college after the parent company divorced itself from day-to-day leadership decisions during a "teach-out." A teach-out is the process of school closure, when the college stops enrolling new students, but teaches out currently enrolled students. It explores the strongest influences on faculty members during the teach-out process; how faculty members negotiate their work and how the changes appeared to impact students. Study findings revealed that the strongest influences were fellow faculty members. Several rose as leaders and essentially became educator activists starting a movement focused on what they believed to be an essential component of education and what had been missing previously, namely, creativity. They were supported in this endeavor by local leadership who served as "uplinks" and silently gave power to the movement. Students and the organization became beneficiaries of the renewed engagement of their instructors, which led to increased retention and placement rates. This study sought to understand the marked shift in the organizational culture and climate that governed faculty work life through the framework of organizational discourse as well as from a social justice context of freedom from oppression. Through the use of phenomenology and qualitative methods, including autoethnography, this study found that the structure of the teach-out effectively created a space for transformational leaders to emerge and become educator activists. This initial study provides a promising model for faculty engagement that appears to have positive outcomes for individual faculty members, students and the organization.
ContributorsGordon, Danielle (Author) / Swadener, Beth B (Thesis advisor) / Gee, James P (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2014
Description
American Primitive is a composition written for wind ensemble with an instrumentation of flute, oboe, clarinet, bass clarinet, alto, tenor, and baritone saxophones, trumpet, horn, trombone, euphonium, tuba, piano, and percussion. The piece is approximately twelve minutes in duration and was written September - December 2013. American Primitive is absolute music (i.e. it does not follow a specific narrative) comprising blocks of distinct, contrasting gestures which bookend a central region of delicate textural layering and minimal gestural contrast. Though three gestures (a descending interval followed by a smaller ascending interval, a dynamic swell, and a chordal "chop") were consciously employed throughout, it is the first gesture of the three that creates a sense of unification and overall coherence to the work. Additionally, the work challenges listeners' expectations of traditional wind ensemble music by featuring the trumpet as a quasi-soloist whose material is predominately inspired by transcriptions of jazz solos. This jazz-inspired material is at times mimicked and further developed by the ensemble, also often in a soloistic manner while the trumpet maintains its role throughout. This interplay of dialogue between the "soloists" and the "ensemble" further skews listeners' conceptions of traditional wind ensemble music by featuring almost every instrument in the ensemble. Though the term "American Primitive" is usually associated with the "naïve art" movement, it bears no association to the music presented in this work. Instead, the term refers to the author's own compositional attitudes, education, and aesthetic interests.
ContributorsJandreau, Joshua (Composer) / Rockmaker, Jody D (Thesis advisor) / Rogers, Rodney I (Committee member) / Demars, James R (Committee member) / Arizona State University (Publisher)
Created2014
Description
Cross-sector interactions are regularly seen in healthcare, education, defense, public safety, and other social service contexts where the public interest and the private individual intersect. While interest in cross-sector relationships is neither new nor novel, the organizational dynamics and contexts continue to change and challenge our understanding of what is meant by partnership, alliance, collaboration, or cooperation between independent organizations from different sectors. One type of cooperative arrangement between nonprofits and government are affiliated foundations, which are part of the landscape of emerging organizational hybrids and expanding government-nonprofit relationships. Affiliated foundations are nonprofits designed to support a specific entity by generating charitable resources. This dissertation looks at one specific context for affiliated foundation/ "parent" relationships through a multi-case study of local educations in Florida. Specifically, this research examines how local education foundations carry out a partnering relationship with the school district. Through a combination of three instrumental case studies of local education foundations, and fifteen other purposely selected foundations, this dissertation presents the results of a cross-case analysis of the partnership between local education foundations and school districts. Partnership is conceptualized across four dimensions: 1) attention, 2) successive engagement, 3) resource infusion, and 4) positional identity. This research reveals that through the four dimensions of partnership, we can account for the variation across embedded, interdependent, or independent local education foundations in relation to the school district, or their "parent" organization. As a result, local education foundations reflect different relationships with school districts, which ultimately impacts their ability to carry out their work as charitable organizations, derived from the community in which they operate, and designed to generate resources and support for public education. By looking at this specific context, we can consider the complexities of an affiliated relationship between two structurally separate but linked organizations assumed to act as partners, but working to achieve a partnership. Where cooperation, collaboration, and innovation are intended outcomes of affiliated foundation/government relationships, this research considers the role of affiliated foundations among more traditional cross-sector relationships where services and contracts tend to dominate.
ContributorsFernandez, Kandyce Michelle (Author) / Lucio, Joanna (Thesis advisor) / Hager, Mark A. (Committee member) / Maroulis, Spiro J (Committee member) / Arizona State University (Publisher)
Created2014
Description
I develop and test theoretical hypotheses for how employees' authenticity at work influences their motivational, relational, and effectiveness outcomes. These hypotheses are grounded in the idea that when individuals feel they display their true selves at work, they can more fully employ their physical, cognitive and emotional energies in their work roles, which in turn leads to higher levels of employee effectiveness (e.g., task performance, perceived value to the organization, and promotability). In addition to this personal motivational process, individuals who are more authentic also develop high-quality relationships with their coworkers, thereby receiving more instrumental support and minimizing the antagonistic encounters they have with their colleagues. Both types of coworker interactions should, in turn, also influence the focal individual's effectiveness at work. Finally, I hypothesize that the relationships between authenticity and these relational and effectiveness outcomes are moderated by certain personality traits, such that when an individual is highly narcissistic, has very low self-esteem, or has strongly held values or beliefs generally perceived to be negative or deviant, the relationships change: authenticity's positive influence on coworker instrumental support becomes less positive, and authenticity's negative influence on coworker incivility becomes less negative. These moderation effects are expected for employee effectiveness as well. The sample used to test these hypotheses consisted of 102 employees and their 16 supervisors from two private companies headquartered in the Southwest United States. Authenticity was found to be positively associated with employee engagement, coworker instrumental support, and employee effectiveness, and negatively associated with coworker incivility. Once other factors were controlled for, significant relationships remained with employee engagement and coworker support. Contrary to expectations, neither engagement nor coworker interactions mediated the authenticity-employee effectiveness relationship. A dark side of authenticity was found for two of the three personality traits: self-esteem moderated the relationship between authenticity and coworker instrumental support, such that when self-esteem was low, the relationship between authenticity and coworker support was significantly weaker. Additionally, narcissism moderated the relationship between authenticity and employee effectiveness such that when narcissism was low, the relationship between authenticity and effectiveness was positive, but when narcissism was high, the relationship became negative.
ContributorsBuckman, Brooke R (Author) / Lepine, Jeffery (Thesis advisor) / Peterson, Suzanne (Committee member) / Zhang, Zhen (Committee member) / Arizona State University (Publisher)
Created2014
Description
One theoretical research topic in organizational economics is the information issues raised in different organizations. This has been extensively studied in last three decades. One common feature of these research is focusing on the asymmetric information among different agents within one organization. However, in reality, we usually face the following situation. A group of people within an organization are completely transparent to each other; however, their characters are not known by other organization members who are outside this group. In my dissertation, I try to study how this information sharing would affect the outcome of different organizations. I focus on two organizations: corporate board and political parties. I find that this information sharing may be detrimental for (some of) the members who shared information. This conclusion stands in contrast to the conventional wisdom in both corporate finance and political party literature.
ContributorsWu, Zhenhua (Author) / Friedenberg, Amanda (Thesis advisor) / Manelli, Alejandro (Committee member) / Chade, Hector (Committee member) / Arizona State University (Publisher)
Created2014
Description
This project is a practical annotated bibliography of original works for oboe trio with the specific instrumentation of two oboes and English horn. Presenting descriptions of 116 readily available oboe trios, this project is intended to promote awareness, accessibility, and performance of compositions within this genre.
The annotated bibliography focuses exclusively on original, published works for two oboes and English horn. Unpublished works, arrangements, works that are out of print and not available through interlibrary loan, or works that feature slightly altered instrumentation are not included.
Entries in this annotated bibliography are listed alphabetically by the last name of the composer. Each entry includes the dates of the composer and a brief biography, followed by the title of the work, composition date, commission, and dedication of the piece. Also included are the names of publishers, the length of the entire piece in minutes and seconds, and an incipit of the first one to eight measures for each movement of the work.
In addition to providing a comprehensive and detailed bibliography of oboe trios, this document traces the history of the oboe trio and includes biographical sketches of each composer cited, allowing readers to place the genre of oboe trios and each individual composition into its historical context. Four appendices at the end include a list of trios arranged alphabetically by composer's last name, chronologically by the date of composition, and by country of origin and a list of publications of Ludwig van Beethoven's oboe trios from the 1940s and earlier.
The annotated bibliography focuses exclusively on original, published works for two oboes and English horn. Unpublished works, arrangements, works that are out of print and not available through interlibrary loan, or works that feature slightly altered instrumentation are not included.
Entries in this annotated bibliography are listed alphabetically by the last name of the composer. Each entry includes the dates of the composer and a brief biography, followed by the title of the work, composition date, commission, and dedication of the piece. Also included are the names of publishers, the length of the entire piece in minutes and seconds, and an incipit of the first one to eight measures for each movement of the work.
In addition to providing a comprehensive and detailed bibliography of oboe trios, this document traces the history of the oboe trio and includes biographical sketches of each composer cited, allowing readers to place the genre of oboe trios and each individual composition into its historical context. Four appendices at the end include a list of trios arranged alphabetically by composer's last name, chronologically by the date of composition, and by country of origin and a list of publications of Ludwig van Beethoven's oboe trios from the 1940s and earlier.
ContributorsSassaman, Melissa Ann (Author) / Schuring, Martin (Thesis advisor) / Buck, Elizabeth (Committee member) / Holbrook, Amy (Committee member) / Hill, Gary (Committee member) / Arizona State University (Publisher)
Created2014