Journal of Organizational Psychology

Relationships of Learning Styles to Bloom’s Taxonomy of Gen Z

2024-06-10T02:17:48-04:00

This research investigates a cohort of Gen Z students’ learning attributes to understand their learning styles. In this study, we applied Bloom’s Taxonomy as a framework to understand the cognitive learning strategies of Gen Z students and explore the development of corresponding and effective learning and appropriate assessment approaches for their academic success. A survey of Business students at a medium-sized southeastern (US) university was conducted. The results indicate a significant positive relationship between the dependent variable, taking information apart, and exploring relationships to some of the Bloom Taxonomy attributes as independent variables.

Culturally Responsive Literature

2024-06-10T02:22:08-04:00

Culturally responsive teaching is an effective way for educators to create relevant learning experiences that build on students’ strengths and cultural backgrounds. As a result, culturally responsive teaching has had positive learning outcomes for minority students because they are taking ownership of their learning and risks in trusting learning environments. This article defines culturally responsive teaching and explains how teachers can incorporate it into their lessons. First, it examines research on culturally responsive practices and culturally relevant pedagogy. Next, it explains the characteristics of culturally responsive teaching. Then, it offers suggestions on implementing culturally responsive practices into the classroom. The article concludes with examples of culturally responsive literature that can be implemented into the classroom. Through culturally responsive teaching, students’ learning needs can be met, while placing an emphasis on students’ different cultures, showing that all students are respected and valued in the classroom (Callins, 2006).

Unveiling the Power Play: How Newcomers’ Traits Shape Political Acumen Within Organizations

2024-06-10T02:27:45-04:00

Political knowledge describes “an individual’s understanding of specific influential others’ relationships, demands, resources, and preferences” (Granger et al., 2020), is an often-overlooked dimension of learning how to fit into a new organization (Chao et al., 1994; Taormina, 1994). Moreover, newcomer research has been conducted independently of individual newcomer personality differences. To extend previous research, the present research examines newcomers’ Big Five personality traits and political knowledge as an immediate outcome of the process of newcomer adjustment. A 3-wave longitudinal study of 439 newcomers in 7 organizations examined Big Five personality traits as antecedents of political knowledge of the organization. The results suggested that among the Big Five traits, openness, neuroticism, and conscientiousness were positively related to apolitical knowledge of the organization. Overall, the results suggested that the Big Five are one of the key determinants of organizational political knowledge.

From Inspiration to Learning Cultures

2024-06-28T02:46:19-04:00

Even the organization with many inspired and creative individuals working there will find that sometimes the creativity of these individuals may not translate into organizational learning and creativity. For those organizations wanting to maximize the impact of inspired individuals, there would be factors having to do with a culture of learning that might improve the individual-to-organizational translation of ideas, which is the subject of this article.

Learning About Grief Triggers Through an Exploratory-Descriptive Study

2024-06-28T02:49:58-04:00

A qualitative study was undertaken to identify what triggers grief in the first two years following the death of a beloved family member, determine how often triggered grief occurs, and gain lived insight into what can be done (if anything) to manage triggers and also triggered grief. Four themes highlighting an uncertain process associated with grief triggers were identified: (a) my whole life was grief, (b) frequently hit by “hard-grief” triggers, (c) reaching a balance with grief and grief triggers to absorb the losses and reshape life, and (d) shifting to good and welcome memories, triggers that keep the person alive. These themes are described, with quotes illustrating their relevance for advising bereaved people about the grief triggers they may encounter. This evidence adds to a limited body of evidence on grief triggers and offers new insights for developments in grief theory and bereavement programs or services.