Authenticity at Work: A Matter of Fit?

Promoting Teachers' Social and Emotional Competence in Light of the Close Connection between Professional Role and Personal Characteristics: Preliminary Evidence of the Efficacy of the "ME4YOU" Training Program

Within the field of research on the promotion of teachers' social and emotional competence, the present paper illustrates preliminary evidence of the efficacy of a new training program named "ME4YOU" aimed at supporting teachers' self-reflexive competences to deal with the emotional and relational dimensions of teaching, with constant and continuous attention towards underlining the close connection between the way teachers perform as professionals at work and the way they function as individuals in their personal life. A total of 109 teachers from kindergarten to primary school took part in the experimental group, while 67 teachers constituted the control group; the two groups were compared using a pre-test/post-test approach with regard to some self-reported variables related to professional and personal aspects. Teachers in the experimental group exhibited increased levels of professional self-efficacy and self-efficacy as emotional socializers toward students' emotions; moreover-although with a more limited impact-they reported benefits with regard to their personal life (i.e., reduced denial of own emotions and improved authenticity). The findings are discussed highlighting that health promotion among teachers is both of value in itself and an investment that can generate health in the whole school system.

Authenticity as Best-Self: The Experiences of Women in Law Enforcement

Law enforcement poses a difficult work environment. Employees’ wellbeing is uniquely taxed in coping with daily violent, aggressive and hostile encounters. These challenges are compounded for women, because law enforcement remains to be a male-dominated occupational context. Yet, many women in law enforcement display resilience and succeed in maintaining a satisfying career. This study explores the experience of being authentic from a best-self perspective, for women with successful careers in the South African police and traffic law enforcement services. Authenticity research substantiates a clear link between feeling authentic and experiencing psychological wellbeing. The theoretical assumption on which the study is based holds that being authentic relates to a sense of best-self and enables constructive coping and adjustment in a challenging work environment. A qualitative study was conducted on a purposive sample of 12 women, comprising 6 police officers and 6 traffic officers from the Western Cape province in South Africa. Data were gathered through narrative interviews focussing on experiences of best-self and were analysed using interpretive phenomenological analysis. During the interviews, participants predominantly described feeling authentic in response to work-related events of a conflictual and challenging nature. Four themes were constructed from the data to describe authenticity from a best-self perspective for women in the study. These themes denote that the participating women in law enforcement, express feeling authentic when they present with a mature sense of self, feel spiritually congruent and grounded, experience self-actualisation in the work–role and realign to a positive way of being. Women should be empowered towards authenticity in their world of work, by helping them to acquire the best-self characteristics needed for developing authenticity.

Objectification limits authenticity: Exploring the relations between objectification, perceived authenticity, and subjective well-being

Five studies (total valid N = 834) examined whether objectification (i.e., being treated as a tool or an object to achieve others' goals) reduces people's perceived authenticity and subjective well-being. Participants who experienced more objectification (Studies 1a and 1b), imagined being objectified (Study 2), or recalled a past objectification experience (Study 3) felt less authentic and reported lower levels of subjective well-being than their counterparts. Moreover, perceived authenticity mediated the link between objectification and subjective well-being (Studies 1a-3). In addition, offering objectified participants an opportunity to restore authenticity could enhance their well-being (Study 4). Taken together, our findings highlight the crucial role of authenticity in understanding when and why objectification decreases subjective well-being and how to ameliorate this relationship. Our findings also imply the effect of authenticity in understanding various psychological outcomes following objectification.

How can wellbeing at work and sustainable employability of gifted workers be enhanced? A qualitative study from a capability approach perspective

Background

Being gifted with a very high IQ (> 98 percentile) can provide an advantage in the occupational context but can also come with its` own specific challenges. Where some studies found higher than average levels of wellbeing at work and successful careers amongst the gifted, other studies report boredom and less job satisfaction. This poses the question what gifted people value in work, and which factors are associated with the achievement of valued work related outcomes, wellbeing and sustainable employability. In this study these questions were explored using the value driven capability approach as a theoretical framework.

Method

A qualitative approach was chosen and 16 in-depth semi-structured interviews with gifted workers (IQ > 130) were conducted. The transcripts were analysed using a reflexive thematic analysis aimed at identifying the work related outcomes participants aspired to achieve and the contextual and personal factors that affected the actualisation of these outcomes.

Results

Participants placed great value on the opportunity to learn, to use their knowledge and skills, and tended to have high ethical standards. If realized, these values contributed to wellbeing whereas if not fulfilled, this often resulted in frustration and sadness. The most important personal factors associated with wellbeing at work and sustainable employability were the level of organizational awareness, self-knowledge, a willingness to compromise, and fear of stigmatisation. Contextually a facilitating leadership style of managers was important, allowing the worker autonomy and decision latitude. Socially, participants enjoyed others as sparring partners but often had an aversion to small talk which could lead to social avoidance and loneliness.

Conclusions

If gifted workers managed (to get) what they valued in work, this was associated with wellbeing and sustainable employment Coaching aimed at improving organizational awareness, specific social skills (e.g. small talk, adaptability) and understanding their own cognitive processes could be valuable. The application of an autonomy supporting facilitative leadership style by supervisors would be beneficial. Further research should try to confirm the findings using quantitative methods and needs to examine more closely the impact of stigmatisation and leadership styles.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12889-021-10413-8.

Associations between culture of health and employee engagement in social enterprises: A cross-sectional study

Introduction

The aging of staff and skill shortage are major challenges for social enterprises. Nurturing a workplace culture of health and fostering employee engagement could be starting points to combat these challenges. The associations between these two factors have received comparatively little attention from the scientific community, in particular with regard to social enterprises. Hence, this study aims to examine those associations, drawing on the job demands-resources theory and the social-ecological workplace culture of health model. It is hypothesized that employees’ self-rated health acts as a mediator in the relationship between culture of health and employee engagement and that health as personal value works as a moderator.

Method

The study used the Workplace Culture of Health scale to measure culture of health in social enterprises and UWES-9 to assess employee engagement. Data was collected administering a quantitative online survey among employees of social enterprises in Germany. The dataset for analyses comprised N = 172 employees in total. Data analyses included Pearson’s correlations, regression analysis, as well as mediation, moderation and moderated mediation analyses.

Results

Culture of health is a predictor of employee engagement in social enterprises. The analyses demonstrate a moderate association between culture of health and employee engagement. Indications were found that employees’ self-rated health acts as a mediator and that health as personal value acts as a moderator between culture of health and employee engagement in social enterprises.

Discussion

This study suggests that fostering a culture of health in social enterprises does not only have a positive effect on employee health, but also on employee engagement. This applies in particular when employees attribute great value to their health, which is to be expected even more in future. Hence, nurturing a culture of health becomes a pivotal management task in social enterprises. Moreover, a comprehensive assessment of the benefits of health promotion programs in social enterprises should not only consider their health-related outcomes, but also factor in their impact on employee engagement.

Social Exclusion, Subjective Academic Success, Well-Being, and the Meaning of Trust

Abstract. This article uses a person-environment fit perspective to investigate whether and how educational background and general trust are related to fit (or not) with university life as well as to criteria of subjective academic success and well-being. To analyze how students perceive fit with their university, we measured their perception of exclusion and their affective commitment. The sample includes N = 424 students from two German universities, about half of whom have at least one parent with tertiary education. The results show that especially general trust is related to the subjective criteria of academic success, and that this relationship is mediated by the perception of exclusion, on the one hand, and by the affective commitment, on the other hand. A comparison of the two mediators shows that the perception of exclusion is particularly potent in terms of predicting satisfaction with coping with study demands and general well-being. We discuss the results in terms of their significance to the future diversity management at universities for overcoming social inequality and increasing social inclusion.