Browsing by Author "King, Eden"

Now showing 1 - 7 of 7
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    Creating Space for Care: Enhancing Patient-Centered Performance Outcomes Through Organizational Change
    (2020-07-24) Dinh, Julie Vy; Salas, Eduardo; King, Eden; Kimbro, Rachel T
    Hospitals present serious challenges to the development of patient-provider relationships, particularly in the pediatric intensive care unit (PICU), where stakes, stress, and entropy are high. However, episodic change, particularly at the environmental and structural levels, can create space for more positive interpersonal dynamics. This series of studies triangulates mixed-methods data, collected in the field, to identify how one such intervention influenced patient-centered performance (PCP) outcomes, including patient trust and satisfaction. Overall, this research seeks to answer the question: how do the supportive design and departmentalization of hospital units impact PCP outcomes? Accordingly, this dissertation draws upon organizational change, supportive design, and classical organization theories, centering them around an intervention. A PICU (a) developed a new, larger, and improved physical space and (b) implemented departmentalization, geographically grouping patients and provider teams by subspecialty disease groups. Study 1 uses qualitative data to describe the psychologically supportive design aspects of the intervention. Study 2 quantitatively examines how this design-based intervention ultimately enhanced PCP outcomes, including patient trust and satisfaction. Study 3 uses numeric indices derived from archival data to investigate the effects of departmentalization on health care team volume and outcomes. This research also involves the validation of a parent satisfaction scale and the development of a novel, quantitative, group-level volume index. Theoretical contributions and practical implications are discussed.
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    Evidence-Based Strategies for Improving Diversity and Inclusion in Undergraduate Research Labs
    (Frontiers, 2019) Ahmad, Afra Saeed; Sabat, Isaac; Trump-Steele, Rachel; King, Eden
    Institutions of higher education strive to support diversity and inclusion efforts as they recognize the benefits at the undergraduate, graduate, and faculty levels (Terenzini et al., 2001; Denson and Chang, 2009; Pascarella et al., 2014; Moriña, 2017). Diversity can be defined as “the varied perspectives and approaches to work which members of different identity groups bring” (Thomas and Ely, 1996) and inclusion can be described as a person's ability to contribute fully and effectively to an organization (Miller, 1998; Mor Barak and Cherin, 1998). One strategy to diversify higher education is by focusing on creating a diverse pipeline, whereby undergraduates from different backgrounds engage in high quality research. These experiences provide students the ability to build competencies and achievement records that propel them to and through graduate school as well as beyond. Previous research has demonstrated that undergraduates who participate in research projects and positively interact with faculty are more likely to pursue and attain post-baccalaureate degrees as well as subsequent careers as faculty or research scientists (Pascarella and Terenzini, 1991; Astin, 1993; Tinto, 1993; Adedokun et al., 2013; Yaffe et al., 2014). Opportunity and mentorship are particularly critical for underrepresented students, as previous research has found that students' interactions with faculty members have a stronger influence on their decisions to pursue graduate education than their initial background characteristics (e.g., socio-economic status; Ethington and Smart, 1986; Pascarella and Terenzini, 1991; Carpi et al., 2017). While many mentors may intend to support minority student researchers, they may not be aware of how to do so. Thus, this paper will highlight some of the challenges faced by underrepresented students (i.e., students of color, lower socio-economic status, LGBT) and provide evidence-based solutions on how to recruit, select, retain students from diverse backgrounds to promote diversity and inclusion in undergraduate research labs working toward publishable research.
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    Examining the Social Identity of Being a Muslim in the American Workplace
    (2019-08-29) Cheng, Shannon; King, Eden
    Religion is often seen as a taboo and controversial topic in the workplace; however, it also plays an important role in many people’s lives. Over the past few decades, the religious landscape of the American workforce has become increasingly diverse. Unfortunately, as religious diversity in organizations has grown, so has the number of Equal Employment Opportunity Commission (EEOC) charges involving religious discrimination, especially against Muslims. Even though many Muslims consider religion to be an important part of their lives, they may hesitate to fully identify with their religion publicly, such as in the workplace. This research used semi-structured interviews (N = 70) to examine current Muslim American workplace experiences through a social identity lens, exploring how intersectionality with other identities (i.e., gender) and interactions with other people (i.e., coworkers and leaders as allies) influence how Muslims experience religion at work. Although many participants talked about how their organizations are generally inclusive and supportive of providing accommodations, they also mentioned ways in which they feel like they are treated differently or excluded from social or professional opportunities. These results revealed that although many organizations are trying to be more tolerant of different faith groups, there are subtle ways in which organizations are signaling to their employees about who they value and are trying to advance. Participants discuss clear, tangible steps that leaders and coworkers can take to improve the experiences of Muslim Americans in the workplace, and future research and practical implications are discussed.
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    Fostering Belonging Through a Brief Intervention
    (2022-02-23) Ng, Linnea; Hebl, Mikki; King, Eden
    One of the most fundamental human needs and motivations is that of forming and maintaining social connections with others (see Baumeister & Leary, 1995). This need for belongingness may be even more important for individuals going through stressful transitions in their lives. The high-school to college transition is a stressor that challenges students’ sense of belonging. Additionally, there may be individuals (e.g., underrepresented minority students, international students) who are particularly vulnerable to the high-school to college transition and COVID-19 stressors. The current dissertation examines a field-study belonging intervention that focuses on increasing students’ sense of belongingness in their first year (Walton & Cohen, 2007). Students completing a belonging intervention are compared to students who do not receive this manipulation in terms of their sense of belonging across two time points during their first year. Furthermore, this dissertation extends previous research on belonging interventions by examining mechanisms of social integration and social networks. This research has theoretical implications for understanding the mechanisms underlying belonging interventions as well as practical implications for the application and efficacy of a belonging intervention.
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    Inclusive Leadership and Follower Job Performance: Evaluating the Relative Influence of Workgroup Versus Social Identity Group Agreement on Employee Outcomes
    (2022-04-06) Bilotta, Isabel Maria; King, Eden
    This research integrates inclusive leadership theory, climate theory, and social identity theory to quantitatively assess the impact of inclusive leadership from the follower perspective in a multilevel examination. I evaluate how inclusive leadership (i.e., inclusive leader behaviors assessed from the follower perspective) fosters inclusion and reduces burnout, which I identify as mediating mechanisms underlying the direct relationship between inclusive leadership and follower job performance at the individual-level. I further examine the moderating influence of group-level agreement in followers’ inclusive leadership perceptions (i.e., climate strength) on the individual-level relationships between inclusive leadership and performance, inclusion, and burnout. By comparing the moderating effects of group-level agreement for departments (i.e., departmental climate strength as a level two moderator) versus group-level agreement for majority and minority racial/ethnic social identity groups (i.e., racioethnic climate strength as a level two moderator), I seek to understand how follower beliefs about their leader’s inclusiveness at both the individual- and group-levels interactively influence follower outcomes in an externally generalizable organizational context with a large, demographically diverse employee sample (n = 6,440 healthcare employees). The findings suggest that inclusive leadership has a significant and positive impact on performance. Climate strength for workgroups and social identity groups moderates this relationship in the anticipated direction. This research underscores the importance of developing and encouraging inclusive leadership behaviors in an organizational context. This work contributes to scholarly understanding and practical applications of the inclusive leader’s role in maintaining inclusive, productive workplaces that are conducive to employee well-being.
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    Social inattentional blindness to idea stealing in meetings
    (Springer Nature, 2024) Masters-Waage, Theodore C.; Kinias, Zoe; Argueta-Rivera, Jazmin; Stewart, Dillon; Ivany, Rachel; King, Eden; Hebl, Mikki
    Using a virtual reality social experiment, participants (N = 154) experienced being at the table during a decision-making meeting and identified the best solutions generated. During the meeting, one meeting participant repeated another participant’s idea, presenting it as his own. Although this idea stealing was clearly visible and audible, only 30% of participants correctly identified who shared the idea first. Subsequent analyses suggest that the social environment affected this novel form of inattentional blindness. Although there was no experimental effect of team diversity on noticing, there was correlational evidence of an indirect effect of perceived team status on noticing via attentional engagement. In sum, this paper extends the inattentional blindness phenomenon to a realistic professional interaction and demonstrates how features of the social environment can reduce social inattention.
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    Why have we not detected gender differences in organizational justice perceptions⁈ An evidenced-based argument for increasing inclusivity within justice research
    (Wiley, 2024) Strah, Nicole; Rupp, Deborah E.; Shao, Ruodan; King, Eden; Skarlicki, Daniel
    While research from various disciplines shows that women continue to disproportionately face workplace injustices compared to men, OB research has not found meaningful gender differences in self-reported workplace justice perceptions. This paradox has received little attention in the otherwise well-established organizational justice literature. We applied an abductive approach to investigate this paradox by a) confirming its existence, and b) proposing and empirically evaluating seven possible explanations for its existence, using multiple methods and seven distinct datasets. We found that this paradox is unlikely to be explained by measurement invariance, different expectations for treatment, whether the context is male-dominated, differences across years, or differences in how justice perceptions are formed. We did find, however, that when using alternate measurement approaches, women recalled gender-based injustice experiences, reported them as having occurred more frequently than did men, and reported them as having been negatively impactful on their lives/careers. We conclude that the most promising explanation for this paradox is that extant organizational justice measures are deficient for the purpose of capturing variance accountable to gender-based injustice. This highlights the need for more inclusive approaches for the measurement and application of organizational justice, especially when studying the relationship between gender and organizational justice.