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This exploratory study seeks to examine the impact of an organization's experiential change program (ECP) on participants' affective outcomes. Considering the design and learning objectives of the research organization's ECP, it aims to examine five affective outcomes: organizational alignment, organizational engagement, organizational identification, motivation to change, and job motivation.

Pre‐ and post‐assessments were completed by mid‐level managers at the research organization. Scores were examined to measure any significant differences between their affective outcomes before and after participating in the ECP.

Results revealed significant increases across all five affective outcomes with organizational alignment demonstrating the largest change. The theoretical and practical significance behind these findings is discussed.

This study extends the landscape of literature on divergent types of implementation methods used to bring about organizational change. Further, this exploratory valuation study offers preliminary evidence underscoring the utility of ECPs.

This study seeks to explore whether McGregor's Theory X/Y assumptions are related to managers’ communication apprehension (CA) – their degree of comfort when interacting with others.

Surveys measuring Theory X/Y assumptions and CA were administered to 281 full‐time managers from divergent industries across the USA. Hypotheses were tested using correlations.

Moderate scores on the Theory X scale were positively correlated with traitlike CA and CA in interpersonal contexts. Managers’ total and high scores on the Theory Y scale were negatively correlated with traitlike CA and CA in groups, interpersonal conversations, and meetings. Moderate scores on the Theory Y scale were positively correlated with CA in groups. Low scores on the Theory Y scale were positively correlated with traitlike CA and CA in interpersonal and public speaking settings.

This study extends the broad landscape of literature on management communication. Findings deepen our understanding of how managers’ communicative dispositions are linked to their Theory X/Y assumptions.

This study aims to explore whether McGregor's theory X/Y assumptions are determinants of managers' propensity for participative decision making (PDM).

Surveys measuring theory X/Y assumptions and propensity for PDM were administered to 144 full‐time managers from divergent industries across the USA. The hypotheses were tested using linear regressions.

Results generally support McGregor's assertion that managers' theory X/Y assumptions are linked to PDM. Findings suggest that theory X managers perceive that PDM negatively impacts their power while theory Y managers perceive a positive consequence of soliciting employee participation on their supervisory power and organizational effectiveness.

Although respondents represented diverse industries and organizations, the use of convenience sampling may temper generalizability of the findings. Also, the use of self‐reports may have elicited socially desirable responses. Greater attention is needed from researchers and practitioners to understand how managers' assumptions influence the adoption or avoidance of PDM.

Findings suggest that managers' predisposition for PDM is predicted to a large extent by their theory X/Y assumptions. These results provide a compelling case for managers to continuously question their assumptions about employees and critically examine whether their biases influence their decision‐making practices.

This study expands the landscape of PDM literature, adding further evidence that individual‐difference variables, in this case theory X/Y assumptions, greatly influence supervisors' biases about employee participation.

The purpose of this paper is to summarize a series of studies conducted by the Center for Organizational Development and Leadership at Rutgers University from 2003‐2005. Motivating these studies is the recognition that organizational self‐assessment programs such as the Malcolm Baldrige program have achieved prominence and popularity. The paper seeks to focus on the value of the Baldrige program, and, more specifically, the impact of the Excellence in Higher Education (EHE) approach, an adaptation of the Malcolm Baldrige framework tailored specifically for colleges and universities.

This paper reports on a two‐phase investigation of six independent university departments that participated in separate Baldrige/EHE assessment workshops. Through a web‐based survey and in‐person interviews we were interested to discover participants' perceptions of the assessment process, the extent of knowledge acquisition, and extent of organizational change.

Findings suggest that self‐assessment does result in the acquisition of a knowledge and theory base; and leads to the identification of strengths and improvement needs. Results also indicate that in a majority of the departments, the assessment program initiated a genuine commitment to organizational change, one that led to a number of tangible improvements.

Enhancing our understanding of the relationship between knowledge acquisition and change is one of the most fundamental and enduring pursuits of social science – one that is absolutely central to organizational development. This study provides an empirical investigation of how these dynamics operate during organizational self‐assessment, an increasingly popular leadership tool for advancing institutions of all kinds.

The purpose of the paper is to examine variables to be included in a measurement instrument which measures workplace learning related to recent research into quality management and brain functioning.

A literature review was conducted, investigating measures of workplace learning as well as the connections between brain functioning and management. Further studies will use the brain integration scale to compare levels of brain integration with measures of workplace learning.

The variables “empathy”, “presence and communication”, “continuity”, “influence”, “development”, “work-integrated learning” and “flow” were found to be relevant from the literature review to be tested for inclusion in the measurement instrument. A measurement model with these variables included has been developed.

This paper is conceptual in its nature. Empirical studies are needed to validate the propositions.

The proposed measurement instrument can be used by managers to gain insight into underlying mechanisms in the organizational culture that influence employees’ learning and potential for development. Thus, it can aid managers to achieve profound learning in their organizations, which is necessary for continuously maintaining high quality of products and services.

For society, the implementation of the proposed measurement instrument in companies could lead to better health and higher job satisfaction among employees.

Traditional ways of measuring working environment are rarely connected to brain functioning of the employees. Only requiring small resources, this approach adds to an understanding of underlying mechanisms.

This chapter reviews the new inspectorate, Her Majesty's Inspectorate of Constabulary and Fire & Rescue Services, and the new Inspection Framework for Fire and Rescue Services in England. It will look at the antecedents of the inspectorate and the history of inspections in both the police and in the fire and rescue services. Prior to the Policing and Crime Act 2017, Fire and Rescue Services in England were without a dedicated independent inspectorate for almost 10 years and the government promised a new independent and a rigorous inspection regime. This chapter critically evaluates the government's response and the early development of the new regime.

There is limited discussion in the teacher education literature about the experiences of pre-service black male teachers generally and the ethnic diversity among black male pre-service teachers specifically. Thus, this paper aims to explore the experiences of Frank, a black male refugee health education major attending an historically black college and university (HBCU).

This research study is theoretically guided by selected tenets of Bush and Bush’s (2013) African American male theory and Goodman et al.’s (2006) transition framework and uses a qualitative approach to explore Frank’s transition experiences when coming to America, attending college and engaging in his student teaching experience.

Frank experienced some difficulty transitioning to America, as a result of not having a strong financial foundation. During his college transition, Frank believed that the HBCU environment was nurturing; however, he encountered numerous ethnocentrically charged hostile confrontations from US-born black students at his university because of his accent. While he had some disagreements with the US education system in terms of discipline, Frank believed that his accent served as an asset during student teaching.

This study adds to the burgeoning research that explores the intersectional identities among pre-service black male teachers. As we argue in this paper, researchers, policymakers and practitioners cannot treat black male teachers as a monolithic group and must contemplate the unique supports needed that can attend to the racial and ethnic needs of black male teachers.

As they say, “Change is the only constant.” Thriving and surviving during a period of extraordinary collision of technological advances, globalization, and climate change can be daunting. At any given point in one’s life, a transition can be interpreted in terms of the magnitude of change (how big or small) and the individual’s ontological experience of change (whether it disrupts an equilibrium or adapts an emergent way of life). These four quadrants represent different ways to live in a highly dynamic and complex world. We share the resulting four-quadrant framework from a quantitative and a mixed methods study to examine responses to various ways we respond to transitions. Contingent upon these two dimensions, one can use a four-quadrant framework to mobilize resources to design a response and hypothesize a desired outcome. Individuals may find themselves at various junctions of these quadrants over a lifespan. These four quadrants provide “requisite variety” to navigate individual ontology as they move into and out of fluid spaces we often call instability during a time of transition. In this chapter, we identified social, cognitive, psychological, and behavioral factors that contribute to thriving transition experiences, embracing dynamic stability. Two new constructs were developed, the first measures the receptivity to change, Transformation Quotient (TQ) and second measures the range of responses to transitions from surviving to thriving, Thriving Transitional Experiences (TTE). We hope our work will pave the way for Thriving to become a “normal” outcome of experiencing change by transforming the lexicon and expectation of engaging with transitions.