This document summarizes a presentation on teleworking. It begins with an overview of the presentation goals, which are to review case study research on teleworking, understand current trends and tips, learn strategies for creating a teleworking environment, and determine if teleworking is right for the individual. It then provides background on teleworking history and definitions. The presentation reviews a theoretical framework on teleworking fit and shares findings from a case study on the lived experiences of teleworking higher education employees. It concludes with recommendations, implications for further research, next steps, and tips for determining if teleworking is right for the individual.
Relational coordination theory makes visible the social processes, the human interactions, that underly the technical process of coordinating complex work. It describes the management of interdependence not only between tasks but also between the people who perform those tasks.
‘Delivering Programmes of work in a Collaborative Environment’
In December 2013 I delivered a presentation on the above subject as a guest speaker at the 3rd Advanced Project Management International Conference in Berlin.
If you have any questions please email me on: danton@danton-progm.co.uk
Relational coordination theory makes visible the social processes, the human interactions, that underly the technical process of coordinating complex work. It describes the management of interdependence not only between tasks but also between the people who perform those tasks.
‘Delivering Programmes of work in a Collaborative Environment’
In December 2013 I delivered a presentation on the above subject as a guest speaker at the 3rd Advanced Project Management International Conference in Berlin.
If you have any questions please email me on: danton@danton-progm.co.uk
Dell In-Depth Case Study RubricLevel of AchievementCri.docxcargillfilberto
Dell In-Depth Case Study Rubric
Level of Achievement
Criteria
Poor
0-20%
Fair
20-45%
Good
45-80%
Excellent
80-100%
Content
25 points
Most questions NOT addressed.
Elaboration and detail are not nominally evident. Information is not clear and/or developed. Answers reflect little complexity and critical thinking. Discussion is difficult to understand with little clarity. Lacks meaning, applicability.
Some questions are addressed.
Some information relative to the topic but lacking elaboration and detail. Answers reflect a basic understanding of the material but no critical thinking or complexity is evident. Discussion is understood but lacks some clarity. Lacks relevancy, meaning, applicability and is somewhat difficult to understand.
Most questions addressed.
Clear information relative to the topic but lacking elaboration and detail. Answers reflect some complexity and critical thinking is not fully developed. Discussion is understood but lacks some clarity. Mostly relevant, meaningful, applicable and can be understood.
All questions are addressed.
Elaborate and detailed information relative to the topic. Critical thinking and insight evident in the complexity of answers. Discussion is articulated in a clear manner.
Answers are relevant, meaningful, applicable and easily understood.
Grammar
10 points
Several spelling, grammar or sentence structure errors. The structure of the paper has many discrepancies to the requirements of: clear paragraphs for each question, double spacing, 12-point font, and 1-inch margins. Paper is significantly short of four full pages.
Moderate number of spelling or grammar errors. The requirements for the structure of the paper are lacking: clear paragraphs for each question, double spacing, 12-point font, and 1-inch margins. Paper is somewhat short of four full pages.
A couple of spelling, grammar or sentence structure errors. The structure of the paper mostly meets the requirements of: clear paragraphs for each question, double spacing, 12-point font, and 1-inch margins. Paper is marginally short of four full pages.
No spelling, grammar or sentence structure errors. The structure of the paper should have clear paragraphs for each question. Four-page minimum, double spaced, 12-point font, 1-inch margins.
Organization
10 points
Few or no answers are organized, easy to follow and logical. Answers do not include supporting details and/or examples.
Some answers are organized, easy to follow and logical. Answers do not include supporting details and/or examples.
Most answers are organized, easy to follow and logical. Answers include some supporting details and/or examples.
All answers are organized, easy to follow and logical. Answers include several supporting details and/or examples.
.
Bibliography
Citation
5 points
No required citations referenced on last page.
Few required citations referenced on last page.
Some sources referenced are appropriate and applicable to the to.
Connectivity and work dominancePanacea or pariahCharle.docxdonnajames55
Connectivity and work dominance:
Panacea or pariah?
Charles R. Stoner *, Paul Stephens, Matthew K. McGowan
Foster College of Business Administration, Bradley University, Peoria, IL 61625, U.S.A.
Business Horizons (2009) 52, 67—78
www.elsevier.com/locate/bushor
KEYWORDS
Work/life balance;
Work-connecting
technologies;
Work domination;
Young managers and
professionals;
Impact of technology
Abstract Does technologically-supported work connectivity help young managers
and professionals under the age of 45 deal with the pressing demands of their work, or
does the presence of work-connecting technologies exacerbate the tendencies of this
talent force to engage in more work and longer working hours? Utilizing both surveys
and follow-up focus group interactions, this study found that while work-connecting
technologies permitted a greater range of options regarding when and where work
was done, this same connectivity provided constant availability to work and often
drove expectations that more must be done, thereby increasing the likelihood of
longer work hours and–—surprisingly–—leading to a diminished sense of flexibility. Study
participants offer insights regarding the thought processes behind these outcomes.
Perspectives on how emerging leaders and their organizations can effectively manage
and achieve the potential of enhanced connectivity are provided. A four-phased
approach is recommended. First, we discuss key cultural dynamics. Second, the role
of organizational expectations and practices is emphasized. Third, we consider a set
of responsibilities for organizational leaders, whose actions and cues provide the most
vivid clarity for young managers attempting to decide where to draw the work/life
balance line. Finally, the challenge and responsibility of personal accountability is
presented. Consideration of a work paradigm that reorients our thinking about
traditional ‘‘face time,’’ and strives to bridge the gap between the potential and
pervasive impact of work-connecting technologies, is also included.
# 2008 Kelley School of Business, Indiana University. All rights reserved.
1. Being wired: How much is enough?
The boundaries between work and other areas of life
have always been amorphous for upwardly mobile
managers and professionals. In recent years, many
members of this talent force–—observing the lessons
of previous generations–—have vowed to never let
* Corresponding author.
E-mail address: [email protected] (C.R. Stoner).
0007-6813/$ — see front matter # 2008 Kelley School of Business, I
doi:10.1016/j.bushor.2008.08.003
their lives be dominated by work. In general, these
intentions have not been realized.
The evidence is clear that today’s managers and
professionals are not only working far more than
previous generations, but are also experiencing the
‘‘sting of reality,’’ with work demands increasingly
spilling into and overshadowing family and personal
time (MacInnis, 2005; Pruitt & Rapoport, 2002;
Schor,1992).Not surprising.
2010 IFMA DC Sustainability - 2 Shades Of Greenmchobot
Facilities professionals are struggling with balancing environmental impacts and financial impacts. This presentation goes over three key challenges and offers some ideas on how to approach sustainability in a pragmatic way.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
1/9
Quiz Submissions - Pretest
Subsection
Question 1 3 / 3 points
(Learning Outcome 1) When a supervisor is concerned with completing activities
and achieving goals, this is called:
Question 2 0 / 3 points
(Learning Outcome 1) The controlling function includes all of the following EXCEPT
FOR:
Question 3 3 / 3 points
(Learning Outcome 2) Changing events help to shape interactions between
supervisors and their employees. Recent changes include all of the following
EXCEPT FOR:
C
controlling.
effectiveness.
planning.
coordinating.
efficiency.
monitoring.
correcting.
comparing.
resolving.
downsizing.
2/9
Question 4 3 / 3 points
(Learning Outcome 3) The process that gives the supervisor the right to direct the
work of his or her employees and make certain decisions without consulting others
is:
Question 5 3 / 3 points
(Learning Outcome 3) Output per labor hour expressed as the ratio of output
divided by labor + capital + material is called:
Question 6 0 / 3 points
(Learning Outcome 4) Legislation that requires employers to make an active effort
to recruit, select, train, and promote members of protected groups is called:
work force diversity.
stagnating operations.
technology and e-business enhancements.
global competitiveness.
work simplification.
chain of command.
functional authority.
line authority.
staff authority.
productivity.
span of control.
employee empowerment.
bottom-up planning.
re-engineering of work.
workforce diversity.
affirmative action.
3/9
Question 7 3 / 3 points
(Learning Outcome 5) All of the following are steps in the control process EXCEPT
FOR:
Question 8 0 / 3 points
(Learning Outcome 5) The management function that is concerned with monitoring
activities to ensure that they are being accomplished as planned and correcting any
significant deviations is:
Question 9 0 / 3 points
(Learning Outcome 6) All of the following are steps in the decision-making process
EXCEPT FOR:
civil rights act.
equal employment.
the Americans with Disabilities Act.
taking corrective action.
developing standing plans.
measuring actual performance.
comparing results with standards.
planning.
organizing.
leading.
setting objectives.
controlling.
selecting the best alternative.
following up and evaluating.
developing alternatives.
developing objectives.
collecting relevant information.
4/9
Question 10 3 / 3 points
(Learning Outcome 7) Emphasizing the technical aspect of employees' jobs,
ensuring that employees know what is expected of them, and providing guidance
necessary for accomplishment of goals is identified with:
Question 11 0 / 3 points
(Learning Outcome 7) To maximize motivation among today's diversified workforce,
supervisors need to think in terms of:
Question 12 3 / 3 points
(Learning Outcome 7) Leaders seem to share all of the following traits EXCEPT:
Question 13 3 / 3 points
(Learning Outcome 8) Some of the most meaningful communications aren't spoken,
writt ...
Dell In-Depth Case Study RubricLevel of AchievementCri.docxcargillfilberto
Dell In-Depth Case Study Rubric
Level of Achievement
Criteria
Poor
0-20%
Fair
20-45%
Good
45-80%
Excellent
80-100%
Content
25 points
Most questions NOT addressed.
Elaboration and detail are not nominally evident. Information is not clear and/or developed. Answers reflect little complexity and critical thinking. Discussion is difficult to understand with little clarity. Lacks meaning, applicability.
Some questions are addressed.
Some information relative to the topic but lacking elaboration and detail. Answers reflect a basic understanding of the material but no critical thinking or complexity is evident. Discussion is understood but lacks some clarity. Lacks relevancy, meaning, applicability and is somewhat difficult to understand.
Most questions addressed.
Clear information relative to the topic but lacking elaboration and detail. Answers reflect some complexity and critical thinking is not fully developed. Discussion is understood but lacks some clarity. Mostly relevant, meaningful, applicable and can be understood.
All questions are addressed.
Elaborate and detailed information relative to the topic. Critical thinking and insight evident in the complexity of answers. Discussion is articulated in a clear manner.
Answers are relevant, meaningful, applicable and easily understood.
Grammar
10 points
Several spelling, grammar or sentence structure errors. The structure of the paper has many discrepancies to the requirements of: clear paragraphs for each question, double spacing, 12-point font, and 1-inch margins. Paper is significantly short of four full pages.
Moderate number of spelling or grammar errors. The requirements for the structure of the paper are lacking: clear paragraphs for each question, double spacing, 12-point font, and 1-inch margins. Paper is somewhat short of four full pages.
A couple of spelling, grammar or sentence structure errors. The structure of the paper mostly meets the requirements of: clear paragraphs for each question, double spacing, 12-point font, and 1-inch margins. Paper is marginally short of four full pages.
No spelling, grammar or sentence structure errors. The structure of the paper should have clear paragraphs for each question. Four-page minimum, double spaced, 12-point font, 1-inch margins.
Organization
10 points
Few or no answers are organized, easy to follow and logical. Answers do not include supporting details and/or examples.
Some answers are organized, easy to follow and logical. Answers do not include supporting details and/or examples.
Most answers are organized, easy to follow and logical. Answers include some supporting details and/or examples.
All answers are organized, easy to follow and logical. Answers include several supporting details and/or examples.
.
Bibliography
Citation
5 points
No required citations referenced on last page.
Few required citations referenced on last page.
Some sources referenced are appropriate and applicable to the to.
Connectivity and work dominancePanacea or pariahCharle.docxdonnajames55
Connectivity and work dominance:
Panacea or pariah?
Charles R. Stoner *, Paul Stephens, Matthew K. McGowan
Foster College of Business Administration, Bradley University, Peoria, IL 61625, U.S.A.
Business Horizons (2009) 52, 67—78
www.elsevier.com/locate/bushor
KEYWORDS
Work/life balance;
Work-connecting
technologies;
Work domination;
Young managers and
professionals;
Impact of technology
Abstract Does technologically-supported work connectivity help young managers
and professionals under the age of 45 deal with the pressing demands of their work, or
does the presence of work-connecting technologies exacerbate the tendencies of this
talent force to engage in more work and longer working hours? Utilizing both surveys
and follow-up focus group interactions, this study found that while work-connecting
technologies permitted a greater range of options regarding when and where work
was done, this same connectivity provided constant availability to work and often
drove expectations that more must be done, thereby increasing the likelihood of
longer work hours and–—surprisingly–—leading to a diminished sense of flexibility. Study
participants offer insights regarding the thought processes behind these outcomes.
Perspectives on how emerging leaders and their organizations can effectively manage
and achieve the potential of enhanced connectivity are provided. A four-phased
approach is recommended. First, we discuss key cultural dynamics. Second, the role
of organizational expectations and practices is emphasized. Third, we consider a set
of responsibilities for organizational leaders, whose actions and cues provide the most
vivid clarity for young managers attempting to decide where to draw the work/life
balance line. Finally, the challenge and responsibility of personal accountability is
presented. Consideration of a work paradigm that reorients our thinking about
traditional ‘‘face time,’’ and strives to bridge the gap between the potential and
pervasive impact of work-connecting technologies, is also included.
# 2008 Kelley School of Business, Indiana University. All rights reserved.
1. Being wired: How much is enough?
The boundaries between work and other areas of life
have always been amorphous for upwardly mobile
managers and professionals. In recent years, many
members of this talent force–—observing the lessons
of previous generations–—have vowed to never let
* Corresponding author.
E-mail address: [email protected] (C.R. Stoner).
0007-6813/$ — see front matter # 2008 Kelley School of Business, I
doi:10.1016/j.bushor.2008.08.003
their lives be dominated by work. In general, these
intentions have not been realized.
The evidence is clear that today’s managers and
professionals are not only working far more than
previous generations, but are also experiencing the
‘‘sting of reality,’’ with work demands increasingly
spilling into and overshadowing family and personal
time (MacInnis, 2005; Pruitt & Rapoport, 2002;
Schor,1992).Not surprising.
2010 IFMA DC Sustainability - 2 Shades Of Greenmchobot
Facilities professionals are struggling with balancing environmental impacts and financial impacts. This presentation goes over three key challenges and offers some ideas on how to approach sustainability in a pragmatic way.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
1/9
Quiz Submissions - Pretest
Subsection
Question 1 3 / 3 points
(Learning Outcome 1) When a supervisor is concerned with completing activities
and achieving goals, this is called:
Question 2 0 / 3 points
(Learning Outcome 1) The controlling function includes all of the following EXCEPT
FOR:
Question 3 3 / 3 points
(Learning Outcome 2) Changing events help to shape interactions between
supervisors and their employees. Recent changes include all of the following
EXCEPT FOR:
C
controlling.
effectiveness.
planning.
coordinating.
efficiency.
monitoring.
correcting.
comparing.
resolving.
downsizing.
2/9
Question 4 3 / 3 points
(Learning Outcome 3) The process that gives the supervisor the right to direct the
work of his or her employees and make certain decisions without consulting others
is:
Question 5 3 / 3 points
(Learning Outcome 3) Output per labor hour expressed as the ratio of output
divided by labor + capital + material is called:
Question 6 0 / 3 points
(Learning Outcome 4) Legislation that requires employers to make an active effort
to recruit, select, train, and promote members of protected groups is called:
work force diversity.
stagnating operations.
technology and e-business enhancements.
global competitiveness.
work simplification.
chain of command.
functional authority.
line authority.
staff authority.
productivity.
span of control.
employee empowerment.
bottom-up planning.
re-engineering of work.
workforce diversity.
affirmative action.
3/9
Question 7 3 / 3 points
(Learning Outcome 5) All of the following are steps in the control process EXCEPT
FOR:
Question 8 0 / 3 points
(Learning Outcome 5) The management function that is concerned with monitoring
activities to ensure that they are being accomplished as planned and correcting any
significant deviations is:
Question 9 0 / 3 points
(Learning Outcome 6) All of the following are steps in the decision-making process
EXCEPT FOR:
civil rights act.
equal employment.
the Americans with Disabilities Act.
taking corrective action.
developing standing plans.
measuring actual performance.
comparing results with standards.
planning.
organizing.
leading.
setting objectives.
controlling.
selecting the best alternative.
following up and evaluating.
developing alternatives.
developing objectives.
collecting relevant information.
4/9
Question 10 3 / 3 points
(Learning Outcome 7) Emphasizing the technical aspect of employees' jobs,
ensuring that employees know what is expected of them, and providing guidance
necessary for accomplishment of goals is identified with:
Question 11 0 / 3 points
(Learning Outcome 7) To maximize motivation among today's diversified workforce,
supervisors need to think in terms of:
Question 12 3 / 3 points
(Learning Outcome 7) Leaders seem to share all of the following traits EXCEPT:
Question 13 3 / 3 points
(Learning Outcome 8) Some of the most meaningful communications aren't spoken,
writt ...
Urgent Deadline 11th Apr 2016 @ 18:50:31 hrs
Title: project 3: Technology Evaluation,Paper Case Study, Paper format APA, Subject Technology, pages 5 ( or 1375 words Minimum)
Spacing Double Spacing
sources 7
Paper Details
Teaching Case
Bank
Solution
s Disaster Recovery and Business
Continuity: A Case Study for CSIA 485
Steve Camara
Senior Manager, KPMG LLP
1021 E Cary Street, Suite 2000
Richmond, VA 23219
[email protected]
Robert Crossler Vishal Midha Assistant Professor
Computer Information Systems
The University of Texas – Pan American
[email protected]
,
[email protected]
Linda Wallace
Associate Professor
Accounting and Information Systems Virginia Tech
[email protected]
ABSTRACT
Disaster Recovery and Business Continuity (DR/BC) planning is an issue that students will likely come in contact with as they enter industry. Many different fields require this knowledge, whether employees are advising a company implementing a new DR/BC program, auditing a company’s existing program, or implementing and/or serving as a key participant in a company program. Often times in the classroom it is difficult to find real world practice for students to apply the theories taught. The information in this case provides students with real world data to practice what they would do if they were on an engagement team evaluating a DR/BC plan. Providing students with this opportunity better prepares them for one of the jobs they could perform after graduation.
Keywords: Case study, Computer security, Critical thinking, Experiential learning & education, Information assurance and security, Role-play, Security, Team projects
2. CASE TEXT
2. 1 Company Background
Bank
.
Week and DatesTopic(s)Weekly Learning ObjectivesReadin.docxhelzerpatrina
Week and Dates
Topic(s)
Weekly Learning Objectives
Readings and Assessments
3
11/4-11/10
Weekly Internship Log & Reflection
· Evaluate the implications of changing environmental factors on organizational choices within a global environment and formulate solutions.
· Demonstrate the ability to utilize technology in multiple ways to formulate and achieve project and/or organizational goals.
· Create and demonstrate the verbal and written communication skills which express ideas clearly, logically, and persuasively.
· Demonstrate the ability to collect and evaluate information and data in order to formulate analytically sound decisions and understand the likely consequences of those decisions.
Complete and upload your weekly Internship log & reflection by 11:59 PM EST on Day Seven Sunday.
You need to use the required log that is provided.
Page 18 of 18
CHAPTER 4
IT AND THE DESIGN OF
WORK
Dr. Mia Simmons
American Express Opening Case
■ What is the “Blue Work” program?
■ What was the strategic thrust behind the Blue
Work program?
■ What are “hub,” “club,” “home,” and “roam”
employees?
■ What is the role of technology in these
arrangements?
■ What was the impact of Blue Work?
■ Have other firms found roaming employment
useful?
2
4
Work Design Framework
IT Has Changed Work
■ IT has:
– Created new types of work
■ Bureau of Labor Statistics: IT employment in
the USA is at an all-time high
■ New jobs such as:
– Data scientists/data miners
– Social media managers
– Communications managers
– Enabled new ways to do traditional work
– Supported new ways to manage people
4
How IT Changes Traditional Work
■ Changes the way work is done
– Broadens skills; faster but more tasks
– Sometimes IT disconnects us from the tasks
– Sometimes people can perform more strategic tasks
– Few staff are engaged in order entry any longer
– Crowdsourcing is now possible at very low cost (M.Turk)
■ Changes how we communicate
– More asynchronous and more irregular
– Social networking has provided new opportunities for
customer interaction
– Collaboration allows a firm to look “big” with new tools
5
How IT Changes Traditional Work
■ Changes decision-making
– Real-time information; more information available
– Data mining can identify new insights
– Ideas can be gleaned from social networks
– Middle management ranks have shrunk as
Leavitt/Whisler predicted
■ Changes collaboration
– Work is now more team oriented; more collaborative
– Sharing is easier than ever, using multiple methods
– Crowdsourcing can now provide quick answers from
tens, hundreds, or even thousands of people
– We now can disconnect PLACE and TIME (Figure 4.2)
6
Collaboration Technologies
Matrix
7
How IT Changes Traditional Work
■ New ways to connect
– Many employees are always connected
– Lines between work and play are now blurred
– For many, home technologies are better than work
technologies
■ New way ...
Getting Data Creators On Board with the Digital Curation AgendaDigCurV
Lessons Learned in Developing Training for Researchers
Presentation by Merel Patrick, DaMaRO Project at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Technical and vocational education training not only helps the learner but also provides industry-specific graduates and productivity increases. The curriculum developers should prepare industry relevant curricula.
Similar to CAPACRAO Annual Meeting Presentation 2016 (20)
2. Goals of Session
Review Case Study Research
Understand current trends and tips for teleworking
Learn strategies for creating a teleworking
environment
Determine if it is “right for you”
Answer remaining questions
3. Topic Review
Professional Staff Senate
Taskforce – Flexible Work Life Balance
Personal Experience
Two jobs and teleworking
Gap in the literature
Lived experience
Higher Education
The Lived Experience of Teleworking:
A Case Study from the Higher Education Environment
4. History of Telework
Jack Nilles: "Father of Telecommuting" 1974. -Teleworking: Work that is
conducted away from the usual place of business but mostly at home
and that is often supported by telecommunications, Internet access, or
a computer.
Falls under the umbrella of Flexible Work/Life Balance (FWLB).
Other FWLB: shared work schedules, modified schedule, Hoteling,
remote working, modified work week, Flexitour, etc.
Originally designed in response to relocating to suburbs and rising oil
and energy costs.
Federal Government
6. Research Questions
RQ #1: What are the lived experiences of exempt
employees who telework?
Results = Chapter 4
Narratives of the lived experiences
RQ #2: Do these employees experience fit as outlined
by the Concept of Fit theoretical framework?
Results = Chapter 5
Findings organized by the theoretical framework
7. Theoretical Framework:
Concept of Fit
DISTRIBUTED WORK ARRANGEMENTS
Figure 1. A framework for studying distributed work arrangements (Belanger & Collins, 1998).
Organizational
Characteristics
Individual
Characteristics
Work
Characteristics
Technology
Characteristics
FIT Outcomes
Societal
IndividualOrganizational
8. Theoretical Framework:
Concept of Fit
SUMMARY OF MODEL VARIABLES
Organizational Characteristics Examples
Organizational objectives Cost savings, increased productivity and employee demands/incentives
Organizational culture Employee commitment and loyalty
Organizational control mechanisms Outcome, behavioral, personal, and clan controls
Individual Characteristics Examples
Individual objectives Cost savings, control of work schedule
Individual skills Technical and problem solving-skills, communication, reliability and
self-sufficiency
Work Characteristics Examples
Communication pattern Base on task type: high or low information exchange requirements
Coordination requirements Based on task type: standardized, scheduled, mutual agreement and team
coordination
Technology Characteristics Examples
Security requirement Appropriate equipment and furniture, information ownership and control
established
Physical setup Quiet space, access to appropriate equipment and support
Outcomes Examples
Societal Reduced pollution, work provided in low employment areas
Organizational Increased productivity, employee retention, reduced overhead
Individual Increased satisfaction, control of work schedule, increased productivity,
reduced commuting time and costs, stress from work-family conflicts
Figure 2. Summary of model variables.
9. Participant Profile
Demographic Characteristics of Participants
Participant Gender Ethnicity
Participant
Code
Telework
Day
Bertha F AA 1 Monday
Laya F AA 2 Wednesday
Mindi F C 3 Wednesday
Paul M C 4 Tuesday
Oobleck M C 5 Monday
Terry F SEA 6 Wednesday
Lynn F C 7 Wednesday
Lucy F C 8 Friday
Jim Hatfield M C 9 N/A
Wendy F AA 10 Friday
Anne F C 11 N/A
Note. F = Female; M = Male; AA = African American; C = Caucasian; SEA =
Southeast Asian.
10. Findings
Similar experiences among
participants
Plan tasks to ‘save’ for telework day
Distractions in the office/focus
Email – first ‘thing’ they do on
telework day
Supportive supervisors
Commute
Technology: internet and computer
Want to telework more
Office of support
Unique experiences among
participants
Communication with office
Start and end time of telework day
Personal tasks
Distraction at home
Technology
Tasks – processing/creativity
Negative thoughts/perceptions
RQ #1: What are the lived experiences of exempt employees who telework?
RQ #2: Do these employees experience fit as outlined by the Concept of Fit
theoretical framework?
11. Findings, Con’t.
4 characteristics = all present
Fit = participants not aware of framework
3 outcomes = all present
Overall, participants experience fit as outlined by the
Concept of Fit theoretical framework.
12. Recommendations
RECOMMENDED MODIFICATION TO DISTRIBUTED WORK ARRANGEMENTS
Figure 1. A recommended framework (Belanger & Collins, 199) for studying distributed work
arrangements. The dashed line is the recommended addition posed by the researcher.
Organizational
Characteristics
Individual
Characteristics
Work
Characteristics
Technology
Characteristics
FIT Outcomes
Societal
IndividualOrganizational
13. Implications for Future Research
Further analysis of Concept of Fit
Modification to Concept of Fit
Gender roles
Supervisory style/relationship
Results Oriented/Only Workplace Environment (ROWE)
Day of Week for teleworking
14. Next Steps
Publish findings
ProQuest
World at Work
AACRAO
Additional analysis
New study utilizing Concept of Fit
Further analysis with current data
Policy modification
HR representations at site institution
Presentations
Site Institution: Professional Staff Senate/President’s Council
Regional and National Organizations: World at Work/HR/HigherEd
System schools with teleworking policy
15. Employer: Pros to Telework
Save in expenses: water, electricity, paper, rent
Supporting decrease in carbon footprint/environmental
sustainability
Loss production due to outside factors decreased
Increased productivity: productivity studies consistently find
that teleworkers outperform their peers at the traditional office
by about 16 percent; which means that companies save $2 for
every $1 invested in remote equipment and extra phone lines”
(Hequet, 1994).
Increased office space
More 'favorable' to people with special needs
Increased range for recruitment of employees
Less vacation/sick time used for employees
16. Employee: Pros to Telework
Saved resources: fuel, car repair, dry cleaning, etc.: "teleworking
one day a week, the average commuter could save an estimated
$2,104 per year" (Markarian, 2007).
Increase in time
Decrease in distractions at work
Flexibility in the workplace
Trust and Organization Commitment: "common thread in the
commitment research is that when employers provide employees
with a rewarding job and supportive work environment,
employees reciprocate by becoming committed to the
organization" (Knudsen, Johnson, Martin, & Roman, 2003).
Increase in productivity; sense of deeper appreciation to the
institution
17. Cons to Telework
Resources are needed
Technology is not full proof
Risk of confidential data
Risk of staff not completing work
Missed "water cooler" conversations
Social isolation
Too much productivity/Work Life Balance issues
Creativity can flourish or flounder
Not suited for all employees (person and position)
19. Is it Right For You – Write It Out
Concept of Fit:
Organizational Characteristics
Individual Characteristics
Task Characteristics
Technology Characteristics
20. Registrar and Admissions
SIS – Electronic?
Document Imaging System – Electronic?
Access/VPN/Staff with Computers
Degree Audits
Request Tickets/Emails
Transcripts?
Reading of Admissions File
Generation of Letters
Residency Review and Appeals
Digital Catalog and Course Scheduling
21. How to get started
Review HR website for policy or benefit
Ensure you have a performance review of effective
Talk to your supervisor – mention to benefits to the
organization FIRST, and ones that will keep you engage
Offer a trial period
Offer to complete all paperwork/Make is hard for them to
say NO
Offer a “remote location” on campus
Offer 1 x month
Be clear with deliverables
Set clear expectations for communication
22. Thank you
Questions?
Comments?
References available upon request
Contact Information:
kwaters@umbc.edu
410-455-2096