Revealing a Master Narrative

Smith, Frances L. M.; Dougherty, Debbie S.

doi:10.1177/0893318912438687

Cited by 54 publications

(18 citation statements)

References 26 publications

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“…238 & 239). Our poststructuralist narratological critique encouraged us to explicate shifting subject positions, ambivalences, contradictory and surprising emplotments, missing or forgotten voices, exigencies, everyday struggles, and the very nature of grand narratives themselves (e.g., Ashcraft, 2014;Bloom, 1996;Buzzanell & Liu, 2005;Mezei, 1996;Smith & Dougherty, 2012;Trethewey, 2001;Weedon, 1997). Although we did not ask about the master narrative of mentoring, we noted that their responses offered contrasts between what they and others commonly expected from mentoring in academe.…”

Section: Methodsmentioning

confidence: 99%

“…We drew out key particularities of these women’s mentoring experiences in situ, exploring how these women engineering faculty of color perceived mentoring as simultaneously enriching and constraining, inclusionary and exclusionary, obligatory and agentic, bounded and boundaryless, within specific institutional and occupational contexts. Our poststructuralist narratological critique encouraged us to explicate shifting subject positions, ambivalences, contradictory and surprising emplotments, missing or forgotten voices, exigencies, everyday struggles, and the very nature of grand narratives themselves (e.g., Ashcraft, 2014; Bloom, 1996; Buzzanell & Liu, 2005; Mezei, 1996; Smith & Dougherty, 2012; Trethewey, 2001; Weedon, 1997).…”

Section: Methodsmentioning

confidence: 99%

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Mentoring in Academe

Buzzanell

Long

Anderson

et al. 2015

Management Communication Quarterly

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We analyzed the mentoring narratives of women of color in faculty in engineering using feminist poststructural narratological lenses. We found that university mentoring systems were designed to align with master narratives of mentoring but did not coincide with women faculty's own mentoring stories. Specifically, women engineers regarded their mentee experiences and cultures of mentoring with varying levels of suspicion, ambiguity, vulnerability, and dis/enchantment that became embodied in alternative subject positions, emplotments, and agency. We contribute to greater understandings of mentoring processes as well as difference and inclusion in science, technology, engineering, and math (STEM) academic workplaces.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Mentoring in Academe

Buzzanell

Long

Anderson

et al. 2015

Management Communication Quarterly

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“…Additionally, once retirement begins, individuals frequently feel the loss of their close connections in the organization, and begin to dissociate from the workplace, necessitating adjustment for the retirees, their family members, and remaining members of the organization (Avery & Jablin, 1988;Jablin, 2001;Smith & Dougherty, 2012).…”

Section: Reasons For Voluntary Exitmentioning

confidence: 99%

“…Organizational communication scholars have recently begun to better understand organizational exit through studying phenomena such as how organizational members frame their departure during exit interviews (Gordon, 2011), how they gradually disengage from their coworkers, roles, and organizations (Davis & Myers, 2012), and how they adjust to retirement (Smith & Dougherty, 2012). However, few of these studies have explicitly explored the communication that takes place between organizational members and their peer coworkers during organizational exit.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Why and How Organizational Members Encourage Their Peer Coworkers to Voluntarily Exit the Organization: An Investigation of Peer-Influence Exit Tactics

Sollitto¹

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Previous scholars have found that organizational members use various tactics to encourage their peer coworkers to voluntarily exit their organizations. These tactics are known as peer-influence exit tactics. What has been missing from the literature is clarity about the factors that influence organizational members' use of peer-influence exit tactics. This dissertation explored the construct of peer-influenced exit to develop greater clarity about the motives for encouraging peer coworkers to leave, the characteristics of the peer-influence exit tactic source and receiver, and the organizational influences on peer-influenced exit. Study 1 used an open-ended survey design to explore the motives, process, and means through which peer-influenced exit occurs and the success of using peer-influence exit tactics. Results indicated that organizational members use eight peer-influence exit tactics and have four overarching motives for using them. Organizational members also reported that they consciously planned their tactics and the tactics were used with some success. Study 2 used an experimental design to explore how certain tactic source and receiver characteristics and organizational characteristics affect the use of peerinfluence exit tactics. Results of an exploratory factor analysis revealed that organizational members use affirmation, unprofessional, depersonalization, and professional peer-influence exit tactics. Results of the experiment indicated that organizational members use affirmation, unprofessional, depersonalization tactics more frequently with low performing peer coworkers than with high performing peer coworkers. No differences emerged regarding the use of peerinfluence exit tactics based on the cohesiveness of the organizational culture. The results also revealed relationships between competitiveness, agreeableness, and self-esteem of the source and peer-influence exit tactics. Study 3 incorporated a correlational design in which working adults were surveyed about their personal experiences with peer-influenced exit. Results revealed that personal gain, altruistic, organizational enhancement, and climate improvement motives predicted the use of peer-influence exit tactics, as did the competitiveness, agreeableness, and self-esteem of the source, perceived similarity, work performance, liking, and organizational influence of the target, and the organizational climate, supervisor complicity, and coworker regard. The results provide greater insight into the antecedents and outcomes of organizational exit that are valuable for both organizational communication scholars and organizational practitioners. PEER-INFLUENCE EXIT 11 emotional abuse (Lutgen-Sandvik, 2003), the perceived inability to express contradictory opinions (Kassing et al., 2012), and abusive supervision (Tepper, 2000) could over time lead employees to exit their organizations. It is reasonable to assume that employees who become disenchanted are likely to have overt interactions with their colleagues about their dissatisfaction (Kassing,...

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“…After employees initially disclose their intention to leave, the announcement and exit phase continues until they officially leave their workplaces. Although this period can vary in length of time (Jablin, 2001), it is marked by employees reflecting on their previous organizational experiences that were shared with their peers (Davis & Myers, 2012), decreasing their current organizational involvement (Cude & Jablin, 1992), or anticipating their future post-exit experiences (e.g., retirement or new jobs and relationships; Avery & Jablin, 1988;Cude & Jablin;Smith & Dougherty, 2012). Eventually, the announcement and exit  phase is concluded when employees officially exit their organizations, which may or may not be marked by their participation in an exit interview (Gordon, 2011).…”

mentioning

confidence: 99%

Exploring the Anticipatory Socialization Stage of Division I Student-Athletes: The Content, Characteristics, and Functions of Memorable Messages

Cranmer¹

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The purpose of this dissertation was to explore the socialization of Division I studentathletes prior to their arrival on campus via the framework of organizational socialization and assimilation stage models, and by specifically examining the content, characteristics, and functions of the memorable messages they receive during their anticipatory stage of socialization. Using first cycle, initial coding and second cycle, pattern coding, results indicated that the content of student-athletes' memorable messages include 10 topics that can be categorized as either addressing the characteristics or experiences of collegiate student-athletes. The results of frequency counts regarding the characteristics of memorable messages indicate that student-athletes mostly received messages in private, informal, and face-to-face conversations with their coaches and fathers that occurred during their high school. Using same coding procedures that were employed to examine memorable message content, the intentions behind memorable messages and the functions these messages serve during the anticipatory socialization stage and the assimilation stage were examine. Results indicated that sources communicated memorable messages with 13 intentions, which were categorized into five categories: to develop desired characteristics of collegiate student-athletes, to respond to studentathletes' circumstance, to share knowledge or feelings with student-athletes, to prepare student-athletes for their tasks and roles, and to influence student-athletes' participation in sport. During participants' anticipatory socialization stage, memorable messages served nine functions which were collapsed into three categories: guided student-athletes' decisions to participation in collegiate athletics, shaped student-athlete's expectations for future organizational experiences, and influence student-athletes' attitudes towards their team, sport, and self. During participants' assimilation stage, memorable messages served 11 functions which were grouped into three categories: forms student-athletes' relationships with collegiate coaches and teammates, shapes student-athletes' competence and productivity as team members, and influences student-athletes' attitudes towards their team, sport, and self. Collectively, the results of this dissertation demonstrate that memorable messages are important within student-athletes' organizational assimilation process, as these messages set their attitudes and expectations for their future organizational experiences with their teams and assist in the formation relationships, performance of tasks and roles, and development of attitudes after they join those teams.     proud of everything you have accomplished this year, and know you will continue to do amazing things as you enter the Ph.D. program. To my advisor, Dr. Scott Myers, thank you for all you have done for me. It was you who pushed me to follow my passion for sport communication before it was trendy or had an interest group. I have grown so much as a scholar, writ...

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Revealing a Master Narrative

Cited by 54 publications

References 26 publications

Mentoring in Academe

Mentoring in Academe

Why and How Organizational Members Encourage Their Peer Coworkers to Voluntarily Exit the Organization: An Investigation of Peer-Influence Exit Tactics

Exploring the Anticipatory Socialization Stage of Division I Student-Athletes: The Content, Characteristics, and Functions of Memorable Messages

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