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1 – 2 of 2Xavier Parent-Rocheleau, Kathleen Bentein, Gilles Simard and Michel Tremblay
This study sought to test two competing sets of hypotheses derived from two different theoretical perspectives regarding (1) the effects of leader–follower similarity and…
Abstract
Purpose
This study sought to test two competing sets of hypotheses derived from two different theoretical perspectives regarding (1) the effects of leader–follower similarity and dissimilarity in psychological resilience on the follower's absenteeism in times of organizational crisis and (2) the moderating effect of relational demography (gender and age similarity) in these relationships.
Design/methodology/approach
Polynomial regression and response surface analysis were performed using data from 510 followers and 149 supervisors in a financial firm in Canada.
Findings
The results overall support the similarity–attraction perspective, but not the resource complementarity perspective. Dissimilarity in resilience was predictive of followers' absenteeism, and similarity in surface-level conditions (gender and age) attenuates the relational burdens triggered by resilience discrepancy.
Practical implications
The findings reiterate the importance of developing employees' resilience, while shedding light on the importance for managers of being aware of their potential misalignment with subordinates resilience.
Originality/value
The results (1) suggest that it is the actual (di)similarity with the leader, rather than leader's degree of resilience, that shapes followers' absenteeism and (2) add nuance to the resilience literature.
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Keywords
Diane Kutz, Barry Cumbie and Matthew Mullarkey
This paper aims to address the long-standing problem of suboptimal student team experiences for instructors and students by incorporating the student voice by co-creating a…
Abstract
Purpose
This paper aims to address the long-standing problem of suboptimal student team experiences for instructors and students by incorporating the student voice by co-creating a virtual team collaborative environment to improve team collaboration in the online classroom.
Design/methodology/approach
This paper presents a novel design science research approach and relates two elaborated action design science research (eADSR) cycles that design, implement and evaluate the student team experience in online courses requiring teamwork.
Findings
The outcome is a holistic view of a virtual team classroom environment specified with technologies and practices that may be employed to optimize the student team experience. The eADSR process yields non-obvious diagnoses and actionable steps for continually incorporating the ever-changing social aspects unique to students in addition to the evolving technological landscape.
Practical implications
This paper is valuable to faculty members interested in applying eADSR processes to incorporate the student voice to address pedagogical and learning challenges in the classroom. Additionally, it provides a DSR-based model that can be implemented in the classroom to improve student team collaboration as well as transparency for the instructor and the students in terms of team member contributions with the goal to alleviate student and faculty frustrations. This topic is particularly relevant in light of COVID-19 as students and faculty alike are thrust into new online classroom environments.
Originality/value
Employing eADSR in the classroom is a novel and unique approach to create a replicable model for virtual team collaboration that can be added to the classroom.
Details