Browsing by Author "Chika-James, Theresa"

Now showing 1 - 8 of 8
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    An exploratory study of millennial managers from employees’ perceptions
    (2020) Mader, Jen; Chika-James, Theresa
    This study explores the perceptions of employees who have millennial managers. An analysis of employees’ perceptions provides further knowledge to understand how to manage any bias or obstacles that millennial managers may be faced with. This study uses implicit personality theory to understand the subconscious thoughts people have immediately upon meeting them. Semi-structured interviews were conducted with 18 employees. The interviews were then transcribed so the analysis could be conducted with ease using the First and Second Cycle coding. This technique led to the creation of 5 themes: important characteristics and work experience of millennial managers, judgements they face, millennials, baby boomers and finally culture. These themes were utilized to form the results of the study. The first main finding is that age discrimination can be seen within these two sectors, even when participants stated otherwise because their age discriminatory comments were being made subconsciously. The results also showed that millennial managers do face challenges in the workforce, such as being doubted, tested and more. This study’s recommendation is millennial managers should encompass some or all of the important characteristics highlighted by participants to aid in preparing them to overcome said challenges.
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    An exploratory study of millennial managers from employees’ perceptions
    (2020) Mader, Jen; Chika-James, Theresa
    This study explores the perceptions of employees who have millennial managers. An analysis of employees’ perceptions provides further knowledge to understand how to manage any bias or obstacles that millennial managers may be faced with. This study uses implicit personality theory to understand the subconscious thoughts people have immediately upon meeting them. Semi-structured interviews were conducted with 18 employees. The interviews were then transcribed so the analysis could be conducted with ease using the First and Second Cycle coding. This technique led to the creation of 5 themes: important characteristics and work experience of millennial managers, judgements they face, millennials, baby boomers and finally culture. These themes were utilized to form the results of the study. The first main finding is that age discrimination can be seen within these two sectors, even when participants stated otherwise because their age discriminatory comments were being made subconsciously. The results also showed that millennial managers do face challenges in the workforce, such as being doubted, tested and more. This study’s recommendation is millennial managers should encompass some or all of the important characteristics highlighted by participants to aid in preparing them to overcome said challenges.
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    Becoming a community engaged professional in management studies using relational pedagogy
    (2019) Chika-James, Theresa; Salem, Tarek
    Overview: Roles of community engaged professionals: Understand the concepts of community engaged scholarship. Collaborate with students and community organizations as co educators, co learners, co generators of knowledge. Integrate research, teaching and service through community engagement. Mentor students and faculty to build community engagement scholarship and portfolio. Provide leadership to advance community engagement scholarship in higher institution of learning (e.g. MacEwan University School of Business).
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    Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection
    (2020) Chika-James, Theresa
    Service-learning is identified as a high-impact teaching practice as it aids the development of business knowledge, human skills and civic responsibility amongst students. In spite of the benefits of service-learning, there are few studies that indicate the relational competencies of faculty members used to facilitate service-learning. This study shows how four relational competencies associated with relational pedagogy: care, interpersonal communication, an attentive presence and trust, facilitated service-learning amongst undergraduate students. Data for this study were drawn from personal reflections of teacher-student interactions during a service-learning course in change management. Findings show that although the demonstration of relational competencies associated with relational pedagogy created a conducive learning space that enabled students to gain practical knowledge, not all students in the study welcomed this approach. Based on the findings of this study, this article provides suggestions to educators in higher education engaged in service-learning and directions for further research.
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    Fundamentals of organisational culture change: who and what really matters in a Nigerian organisational context
    (2019) Chika-James, Theresa
    In light of the documented influence of culture on organisational performance (Kotter and Heskett, 1992; Denison and Mishra, 1995), several organisations have embarked on organisational culture change initiatives (see Krisher, 2012; Simons, 2012; Wankhade and Brinkman, 2014). Consequently, a steady stream of research has focused on the implications, feasibility and complexity of attempts to change culture in organisations (Ogbonna, 1993; Grugulis and Wilkinson, 2002; Harris, 2002; Smith, 2003) in order to produce actionable knowledge that can be used to enhance the effectiveness of organisational culture change efforts. Most of these studies, however, have concentrated on analysing Western organisational contexts. This chapter, therefore, attempts to provide an understanding of culture change and factors that influence change efforts in an African organisational context. Drawing on Ogbonna and Harris's (2002) finding that like societal culture, organisational culture can and does change, and such change process is largely influenced by several factors, this chapter aims to uncover factors that influence culture change efforts within an African organisation. The chapter starts with a brief overview of the varied conceptualisations of organisational culture and organisational culture change. It then outlines the different frameworks of organisational culture change and presents the intricacies involved in the process based on extant research. Building on the preceding conceptual discussion, the chapter presents an analysis of culture change in an African organisational context using a Nigerian oil and gas company as a case study. The penultimate section provides an extended discussion of the findings, and the final section concludes with implications for change management in an African organisational context.
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    Investigating Black women’s work experiences in Canada: an undergraduate student’s perspective
    (2023) Amao, Ini; Chika-James, Theresa
    Interpersonal mistreatment at the workplace is an issue that is talked about a lot and has caught the attention of many researchers over time. But another issue that often goes unnoticed is the mistreatment of visible minorities, especially Black Women, in the work-place. Even fewer studies explore the connection between mistreatment and its effects on mental health. This project investigates black women’s work experiences in Canada with a particular focus on their experiences of interpersonal mistreatment at work. Interpersonal mistreatment at the workplace is an ongoing research area where scholars continue to explore the antecedents and outcomes of mistreatment at work. In this study, I share my experience on conducting research to explore if Black women experience interpersonal mistreatment in Canada. I present my experience in a narrative form, from conducting literature reviews, contacting participants, to transcribing interviews. I will express my views on the matter as a black woman and an undergraduate student in Canada.
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    It follows! The relationship between perceived prior experienced co-worker interpersonal mistreatment on newcomer employee social integration
    (2021) Oyet, Mercy C.; Chika-James, Theresa
    This article investigated whether and how the negative outcomes of perceived prior experienced coworker interpersonal mistreatment persist even when the targeted individual quits and joins a new organization. Drawing from the stressor–strain model, the perseverative cognition model of stress, and social exchange theory, we proposed that individuals’ rumination about perceived prior experienced coworker interpersonal mistreatment following turnover and up to entry into the new organization negatively impacts their mental health and ability to socially integrate into the new organization. We further posit that the negative relationship between individuals’ reduced mental health and their social integration will be weaker for newcomer employees with high propensity to trust (PTT). Using a time-lagged survey (6 months apart) of 71 employees, we found that the negative outcomes of perceived experienced coworker interpersonal mistreatment perpetuate after the individual quits and joins a new organization by negatively impacting the individual’s social integration via the individual’s rumination and reduced mental health. Contrary to our hypothesis, we did not find that the negative relationship between individuals’ reduced mental health and their social integration was weaker for those with high PTT. Overall, this study’s findings contribute insights into the extensiveness of the negative outcomes of experienced coworker interpersonal mistreatment. We conclude with a discussion of the theoretical and practical implications of our study.
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    Our gains, pains, and hopes: Community partners’ perspectives of service-learning in an undergraduate business education
    (2022) Chika-James, Theresa; Salem, Tarek; Oyet, Mercy C.
    In assessing the impact of service-learning, most studies focus on its effects on students’ learning than community partners and the communities served; leaving largely unanswered, the question of whether service-learning in business education still contributes value to community organizations and the wider society. This study investigates the impact of service-learning on communities through the perspectives of community partners from nonprofit and for-profit organizations in Canadian urban communities. Using semi-structured interviews and qualitative analysis, the authors collected and analyzed data from 30 participants to confirm their perspectives of service-learning in an undergraduate business education. The study found that service-learning offered practical benefits to communities and presented challenges that impacted partners’ experiences of service-learning. The penultimate sections of the paper provide recommendations for the improvement of the pedagogical practices of service-learning and advancement of community organizations. Key recommendations to maximize benefits for community partners include more faculty-community partners’ collaboration and creating networking opportunities for community partners.