Browsing by Author "Pike, Cathy"

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    Examining Organizational Learning For Application In Human Service Organizations
    (2007-09-18T16:57:56Z) Busch, Monique; Barton, William H., 1949-; Chism, Nancy Van Note; Hostetter, Carol; Lyles, Marjorie A.; Pike, Cathy
    This study examines organizational learning (OL) with member organizations of a state association for children and family services. OL has been studied in business organizations, but the concept has value in the context of Human Service Organizations (HSOs) as well. HSOs face increasing demands for accountability through evaluating outcomes, requiring new organizational skills and activities. The state association has collected outcome data from member organizations for nine years, and has recently provided external consultants to help organizations interpret and make use of the information to improve organizational functioning. The process of OL was measured pre- and post-external consultation using an OL questionnaire developed by Templeton, Lewis, and Snyder (2002). Sixty-two member agencies received questionnaires and 42 responded for a response rate of 67%. Qualitative semi-structured interviews were conducted with 11 CEOs/Executive Directors of HSOs. The OL questionnaire was found to have sufficient reliability and validity for the sample of HSOs in the study. Two factors were identified through factor analyses, Organizational Culture and Environmental Awareness. Satisfaction with an external consultant was not found to be related to increased OL. In the qualitative findings, the origins of learning themes that were identified were External Pressures, Philosophy, Planning, and Financial Pressures. The facilitating factor themes identified were Leadership, Philosophy, New Staff/New Leadership, Willingness, Planning, and Training. The perceived obstacles to OL were Resistance, Philosophy, Finances, and Time. External consultants were found to contribute to Evaluation, Awareness, Motivation, and Training. The main practice implication of the study is the identification of an instrument that may be used to examine OL in HSOs. The identification of facilitating factors and factors that may impede OL is a valuable contribution, as is the use of a standard definition of OL. The educational implications are for awareness in the education of future leaders by introducing OL and the application to HSOs. Future research is needed to address the development or modification of a better matched instrument for use with HSOs.
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    Taking a Timeout to Ensure Well-being: Social Work Involvement in College Sports
    (2015-04-01) Moore, Matthew A.; Sullivan, W. Patrick; Pike, Cathy; Kim, Hea-Won; Urtel, Mark
    Background: Participation in college athletics comes with inherent risks. Many of these risks relate to the psychosocial safety and well-being of college athletes. These risks include depression, suicide, alcohol abuse, substance abuse, and the development of an eating disorder. This study specifically examined the current state of psychosocial needs amongst college athletes, the availability of services that address psychosocial needs, the comfort level college athletes have with seeking services, and the identification of barriers that influence whether or not a college athlete seeks necessary help. Methods: This study used a web-based survey to gather information from a proportionate stratified random sample of both college athletic directors (N = 132) and college athletes (N = 349) across all NCAA division levels. Descriptive statistics, parametric tests, and multivariate tests were used to analyze the research questions. This study used NCAA division level and the profile of a college athlete’s sport as independent variables. The researcher created composite scores for athletic, academic, and psychosocial services to serve as dependent variables. The researcher also created a composite score for perceived barriers. Results: There were multiple significant findings for this research study. One key finding was that Division I and Division II college athletes had significantly higher psychosocial needs than Division III college athletes. Another key finding was that Division I college athletes experienced significantly lower levels of comfort in seeking psychosocial services than Division II and Division III college athletes. Furthermore, Division I college athletes reported significantly higher levels of barriers to seeking necessary services than Division II and Division III college athletes. Implications: These significant findings point clearly to the fact that more must be done to ensure the psychosocial safety and well-being of college athletes. This includes athletic departments more clearly understanding the needs of their college athletes, having services more readily available, finding ways to promote a college athlete’s disclosure of a psychosocial risk, and working to address current barriers that prevent college athletes from seeking help. One idea for improving the current state of services explored in this research is the interprofessional collaboration of social workers with college athletic departments.