Organizational Resilience in a Quasi-Total Institution: The U.S. Army Engages the Millennial Generation
Committee memberDi Benedetto, C. Anthony
Andersson, Lynne Mary
Wray, Matt, 1964-
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/3024
MetadataShow full item record
AbstractThis research examines the United States Army’s adaptation and organizational resilience as it faces the phenomenon of what is commonly assumed to be the drastically different millennial generation of potential recruits, soldiers, and future leaders. Millennials are arguably the most unique generation to date when compared to their predecessors, mainly due to the significant technological advances of the past few decades and their ubiquitous use of technology. This study is distinctive because it addresses organizational resilience and generational gap issues from a cultural maintenance versus an adaptation and resilience viewpoint within what the author argues is presently a quasi-total, rather than total, institution. The study results refute important claims in the existing literature, which label the U.S. Army a total institution. That designation is no longer accurate because the modern U.S. Army has changed drastically. The ‘total institution’ label for the modern U.S. Army is only true during certain periods of the soldier’s experience, such as during onboarding or deployment. Thus, the label quasi-total is a better descriptor of the modern U.S. Army. Still, the U.S. Army’s need to change, so that it can recruit, train, accommodate, and retain this younger generation as an employer, must be balanced with preserving the organizational ability, culture and identity essential for the U.S. Army to function. That constant need for balance between accommodation and maintenance of core values and processes has mitigated the ‘total institution’ mindset of old. That is a major finding of this study. This study is an exploratory investigation using formal theme statements in an interview format given to the top 1% of the 1% of the U.S. Army’s leadership, as well as to lower ranking millennial soldiers. In this it is rare, if not unique. It is a problem-solving exploratory effort. In addition to a review of existing literature on related interdisciplinary topics, the study collected and analyzed empirical data in the forms of semi-structured interviews of senior grade non-millennial officers in Part 2, and, in Part 3, interviews of junior grade millennial generation soldiers who are currently serving. The study took a holistic approach to understand relevant views of different generations presently in the service and harvested the experiences and perspectives of senior leaders who have witnessed the U.S. Army’s transition firsthand. The findings indicate that several junior millennial respondents had contrary views and values to the assumptions society makes about them. Nor did they identify with the stereotypes of common views and biases about their generation. Amid signifying that not all millennials are alike, this discovery more importantly implies that assimilation to a strong organizational culture can transcend and/or alter presumed generational characteristics and norms, thereby demonstrating the U.S. Army’s resilience at the organizational level. The study showcases the uniqueness of the U.S. Army: as a ‘quasi-total institution’ it differs from others so labeled because it becomes much less total as the member spends more time in it. As an organization, the U.S. Army is different from most others because it must retain its talent since it has to grow leadership internally. Finally, its strong culture is essential to daily operations. Despite those facts that make the subject organization unique, parts of the study are relevant to many businesses globally which face similar issues of organizational adaptation versus resilience enfolding their multi-generational millennial versus non-millennial workforce.
ADA complianceFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact firstname.lastname@example.org
Showing items related by title, author, creator and subject.
WHAT SHAPES POLICE OFFICER WILLINGNESS TO USE STRESS INTERVENTION SERVICES? AN EMPIRICAL STUDY OF CURRENT FACTORS IN PENNSYLVANIAWood, Jennifer, 1971-; Groff, Elizabeth (Elizabeth R.); Harris, Philip W. (Temple University. Libraries, 2012)In the last 40 years the subject of police stress has gained increasing attention and a significant body of literature has emerged. This literature has documented the sources, types, and consequences of police stress. As a result of the negative consequences of police stress, a number of stress intervention services have been developed to treat police officers suffering from high stress. In spite of overwhelming evidence of the negative consequences of untreated police stress, stress intervention services remain under-utilized by police officers. Researchers cite concerns of stigma, confidentiality issues, and a general lack of confidence in service providers as reasons police do not use services. While numerous, most of the references to these factors are anecdotal in nature. Few empirical studies have focused on a systematic examination of variables that influence officer willingness to use services (positively or negatively), particularly in light of the growth of service offerings. Understanding what shapes officer willingness to use services remains a critical step in addressing the negative effects of police stress. This current study was designed to explore and examine factors that influence officer willingness to use services, with a focus on perceived organizational support (POS). The current study was undertaken with the cooperation of the Pennsylvania State Fraternal Order of Police (FOP) as the subject of police stress is of vital importance to the organization. A mixed-methods design was used to explore both the views of police officers regarding the availability and use of stress intervention services, and also the law enforcement agency response to issues of police stress. Qualitative methods included one-on-one interviews with 46 police officers throughout the Commonwealth of Pennsylvania, which were used to inform the development of a police officer questionnaire (POQ). The POQ was distributed to 4,000 randomly-selected police officers throughout the state to obtain their views of the availability of services, willingness to use services, and perception of organizational support. Additionally, a survey was sent to all law enforcement agencies in Pennsylvania to obtain current information on the nature and extent of stress intervention services for police and explore organizational responses to police stress. Findings indicate that police officers in the Commonwealth have a wide variety of stress intervention services available through their agencies. Officers who have concerns regarding the confidentiality and stigma related to the use of services reported lower willingness to use services. In contrast, officers who perceive support from the organization and view the organization as supportive of the use of services are more willing to use stress intervention services. Findings contradicted several long-held beliefs about the police subculture and use of stress intervention services. Officers did not prefer peer-based services and did not express a lack of confidence in professional service providers (psychologists/therapists). Secondly, officers in the sample had lower than expected self-reports of alcohol consumption and incidents of divorce. Results of this study have some policy and practical implications for increasing police officer willingness to use stress intervention services. Additionally, the results suggest positive changes in police subculture and officer use of stress intervention services.
Student Voice in School Reform: A Case Study of Madison High School's Youth-Adult Governance ModelGross, Steven Jay; Jordan, Will J.; Shapiro, Joan Poliner; Woyshner, Christine A.; Partlow, Michelle Chaplin, 1941-; Mitra, Dana L. (Temple University. Libraries, 2014)This qualitative case study examined how Madison High School's governance model generated youth-adult collaborations around school problems. This seven-month intensive study collected data through numerous site observations, semi-structured one-on-one interviews with 27 adults and students, focus group interview with 11 students, and document collection. This data collection answered the following research questions: To what extent does Madison High School include students and faculty into the policy decision-making, implementation, and review process? If so, how? Why is it done this way? How do faculty, students, administration, and staff perceive its impact on improving the school policy creation and implementation process? Student voice scholars are still investigating the ways in which student leadership around school reform can be facilitated (Dempster & Lizzio, 2007; Fielding, 2004; Mitra, 2005; Mitra & Gross, 2009; O'Donoghue, Kirshner & McLaughlin, 2002; Zeldin, McDaniel, Topitzes, & Calvert, 2000; Zeldin, 2004a). And scholars are interested in investigating how participants enact leadership when it is distributed to them (Hallinger & Heck, 1996; Spillane, 2001, 2004). This study found that not only does the school's governance model include students in the policy making, implementation, and review processes, it distributed leadership across the school and aided in organizational learning by designing its structures and processes around constitutional principles.
An Evaluation of the Use of Feedback as an Antecedent on Securing a Wheelchair in a VanFisher, Amanda Guld; Axelrod, Saul; Hineline, Philip Neil; Tincani, Matt; Hantula, Donald A.; Dowdy, Arthur (Temple University. Libraries, 2019)Performance feedback has long been a popular strategy for organizational change (Fairbank & Prue, 1981). One of the primary advantages of performance feedback interventions is the relatively low cost of implementation for organizations when compared to other productivity-enhancement techniques, such as monetary incentives (Yukl, Wexley, & Seymore, 1972) like pay for performance (Lazear, 1995) or employee of the month programs with rewards associated with them (Daniels, 2000). Performance feedback is beneficial to ensure that employees are knowledgeable of the expectations, and what aspects of job performance need to be improved. Three studies (i.e., Betchel, McGee, Huitema, & Dickinson (2015); Alajadeff Abergel, Peterson, Wiskirchen, Hagen & Cole (2017) and Wine et. al. (2019)) have published research evaluating feedback presented prior to completion of a task; however, results varied. The current study evaluated whether feedback presented prior to a performance event improves performance when compared to a baseline condition where no feedback was presented.