A study of the relationship between employee virtuality and technology deviance as mediated by leadership and employee perceptions

Recent studies found that organizations have been investing significant capital in developing teams and employees in geographic areas where labor and resources are considerably cheaper. Furthermore, organizations are moving core operational activities such as research and development and back-office processes to globally distributed teams. ^ However, several factors that are inherent to these virtual teams can have a negative impact on employee perceptions and engagement; specifically, the physical and temporal differences between employees and their supervisors, the lack of meaningful social interaction intrinsic to working relationships, and cultural biases that can be fostered when close, daily interactions is not there to help bridge the dissimilarity. ^ When strategies are not in place to mitigate these deficiencies, it can cause virtual employees to disengage emotionally and intellectually from the organization, or lead them to feel justified in working against the best interest of the company. ^ Past research indicates that although deviant behavior in the workplace is not new, transgressions committed by employees have been increasing significantly every year. Beyond the focus of why employees are motivated to act against the organization, to what extent do the recent changes to the organization’s structure influence this type of behavior through their actions at the macro (organizational) and micro level (leadership). ^ In addition, there is a related phenomenon that has aided the transformation of the workplace—namely, the ubiquity of technology. In the context of workplace deviance, established research has documented an increasing trend of employees utilizing company technology as a medium and amplifier when harming the organization. It is important to understand whether technology has facilitated or hindered workplace deviance by virtue of the technology itself (as a means), and as part of the new employee roles created by the evolving technology (i.e., virtual employees). Therefore, it is important to identify how individual attitudes and behaviors can be affected by an employee’s degree of virtuality. ^ This study will add to the understanding of how social interaction and physical proximity, leadership and other perception factors contribute to the changes organizations are experiencing as their structure evolves and adapts to compete in the new global environment. ^

The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement

There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with moderate to strong relationships, validation studies and development of expectancy tables, which estimate the probability of successful performance on these AP exams, are recommended. Also, findings established a need to examine other related research issues including, but not limited to, extensive longitudinal studies and analyses of other available or prospective standardized test scores.

A Study of the Relationship between Employee Virtuality and Technology Deviance as Mediated by Leadership and Employee Perceptions

Recent studies found that organizations have been investing significant capital in developing teams and employees in geographic areas where labor and resources are considerably cheaper. Furthermore, organizations are moving core operational activities such as research and development and back-office processes to globally distributed teams. However, several factors that are inherent to these virtual teams can have a negative impact on employee perceptions and engagement; specifically, the physical and temporal differences between employees and their supervisors, the lack of meaningful social interaction intrinsic to working relationships, and cultural biases that can be fostered when close, daily interactions is not there to help bridge the dissimilarity. When strategies are not in place to mitigate these deficiencies, it can cause virtual employees to disengage emotionally and intellectually from the organization, or lead them to feel justified in working against the best interest of the company. Past research indicates that although deviant behavior in the workplace is not new, transgressions committed by employees have been increasing significantly every year. Beyond the focus of why employees are motivated to act against the organization, to what extent do the recent changes to the organization’s structure influence this type of behavior through their actions at the macro (organizational) and micro level (leadership). In addition, there is a related phenomenon that has aided the transformation of the workplace – namely, the ubiquity of technology. In the context of workplace deviance, established research has documented an increasing trend of employees utilizing company technology as a medium and amplifier when harming the organization. It is important to understand whether technology has facilitated or hindered workplace deviance by virtue of the technology itself (as a means), and as part of the new employee roles created by the evolving technology (i.e, virtual employees). Therefore, it is important to identify how individual attitudes and behaviors can be affected by an employee’s degree of virtuality. This study will add to the understanding of how social interaction and physical proximity, leadership and other perception factors contribute to the changes organizations are experiencing as their structure evolves and adapts to compete in the new global environment.

China's Relations with Brazil and Argentina and Implications for U.S. Security Concerns [Student's Paper Series]

This study on China’s relations with Brazil and Argentina, as well as its implications for U.S. concerns examines two main questions: Why China’s increasing influence on Brazil and Argentina may be considered a cause for U.S. security concerns? And if this is the case, how do China’s strategic alliances with the two countries has impacted U.S. leadership? In an effort to look at China’s influence from multidimensional angles and beyond China’s visible economic influence in these two countries, this paper argues that China’s interest in the Latin American region, with a focus on brazil and Argentina, responds to a more crafted, pragmatic and tailored vision with long-term strategic and political goals. The results of this study reveal that China – avoiding intra-regional competition through a strategic diversification of sectors – has been able to secure critical resources for its population as well as promote enduring alliances in the region that could represent a plausible cause of concern for U.S. interests. In this regard, China’s avoidance of a direct challenge to traditional partners’ influence has responded to the gaps left by a gradual, but steady lack of U.S. involvement.

Preschooler’s Comprehension of Spatial Terms

This study aims to understand individual differences in preschooler’s early comprehension of spatial language. Spatial language is defined as terms describing location, direction, shape, dimension, features, orientation, and quantity (e.g location, shape). Spatial language is considered to be one of the important factors in the development of spatial reasoning in the preschool years (Pruden, Levine, & Huttenlocher, 2011). In recent years, research has shown spatial reasoning is an important predictor of successes in STEM (Science, Technology, Engineering, and Mathematics) fields (e.g. Shea, Lubinski & Benbow, 2001; Wai, Lubinksi &Benbow, 2009). The current study focuses on when children begin to comprehend spatial terms, while previous work has mainly focused on production of spatial language. Identifying when children begin to comprehend spatial terms could lead to a better understanding of how spatial reasoning develops. We use the Intermodal Preferential Looking paradigm (IPLP) to examine three-year-old children’s ability to map spatial terms to visual representations. Fourteen spatial terms were used to test these abilities (e.g. bottom, diamond, longer). For each test trial children were presented with two different stimuli simultaneously on the left and right sides of a television screen. A female voice prompted the child to find the target spatial relation (e.g. “can you find the boy pointing to the bottom of the window”; Figure 1). A Tobii X60 eye-tracker was used to record the child’s eye gaze for each trial. For each child the proportion of looking to the target image divided by their total looking during the trial was calculated; this served as the dependent variable. Proportions above .50 indicated that the child had correctly mapped the spatial term to the target image. Preliminary data shows that the number of words comprehended in the IPLP task is correlated to parental report of the child’s comprehension of spatial terms (r[14]=.500, p<.05).

Preschooler’s Comprehension of Spatial Terms

This study aims to understand individual differences in preschooler’s early comprehension of spatial language. Spatial language is defined as terms describing location, direction, shape, dimension, features, orientation, and quantity (e.g location, shape). Spatial language is considered to be one of the important factors in the development of spatial reasoning in the preschool years (Pruden, Levine, & Huttenlocher, 2011). In recent years, research has shown spatial reasoning is an important predictor of successes in STEM (Science, Technology, Engineering, and Mathematics) fields (e.g. Shea, Lubinski & Benbow, 2001; Wai, Lubinksi &Benbow, 2009). The current study focuses on when children begin to comprehend spatial terms, while previous work has mainly focused on production of spatial language. Identifying when children begin to comprehend spatial terms could lead to a better understanding of how spatial reasoning develops. We use the Intermodal Preferential Looking paradigm (IPLP) to examine three-year-old children’s ability to map spatial terms to visual representations. Fourteen spatial terms were used to test these abilities (e.g. bottom, diamond, longer). For each test trial children were presented with two different stimuli simultaneously on the left and right sides of a television screen. A female voice prompted the child to find the target spatial relation (e.g. “can you find the boy pointing to the bottom of the window”; Figure 1). A Tobii X60 eye-tracker was used to record the child’s eye gaze for each trial. For each child the proportion of looking to the target image divided by their total looking during the trial was calculated; this served as the dependent variable. Proportions above .50 indicated that the child had correctly mapped the spatial term to the target image. Preliminary data shows that the number of words comprehended in the IPLP task is correlated to parental report of the child’s comprehension of spatial terms (r[14]=.500, p<.05).