Workplace Devaluation: Learning from Experience
Klunk, Clare Dvoranchik
MetadataShow full item record
Many successful professionals, recognized for their experience, knowledge, competence and commitment to their field, experience a contradiction when they realize that their contributions are no longer valued by decision-makers in their organizations. Professionals, regardless of gender, position, education, race or profession, who experience workplace devaluation agree that this experience devalues their contributions and demeans their sense of self. This study illuminates the professionals' perspective of workplace devaluation through their experience. Within the framework of grounded theory methodology, this research examined three research questions: (a) What is the experience of professionals' workplace devaluation? (b) How did professionals learn from the experience? (c) What did professionals learn from the experience? The unit of analysis is the professional within an organization. Four participants were selected who (a) had several years experience with their organization; (b) were previously valued by the organization; (c) were current in their field; (d) had experienced workplace devaluation; and (e) were able to articulate insights, thoughts, and emotions on their experience. Multiple interviews with each participant provided the data. A comparative, iterative analysis of the data yielded: (a) a seven-phase process of the experience; (b) six constructs embedded in the process, and (c) four categories of learning. The dialogic interview method facilitated the participants' apperception, reflection, and progress through the process. Three emotions--fear, powerlessness, anger--and their interaction with the other constructs (autonomy, communication, personalization, authority, and recognition) influenced coping strategies and actions taken by each participant. The four narratives explicate the interrelationships of the findings. Three major conclusions are: (a) A rich description of the workplace devaluation experience offers a glimpse into the complexity of this topic and into the professionals' "lived world." (b) The learning process, grounded in the data, depicts how these four professionals used the power of their emotions to create balance within themselves as they attempted to explicate their situation of workplace devaluation. (c) The results indicate that greater learning occurred in organizational knowledge and intrapersonal knowledge for these professionals. Questions for further research are noted along with practical suggestions and recommendations for the praxis of adult educators, decision-makers, and professionals.
- Doctoral Dissertations 
Showing items related by title, author, creator and subject.
Determining effects of text-to-speech synthesis in a multimedia learning environment on science achievement for students with learning disabilities in reading Scholz, Joseph T. (Virginia Tech, 1995)The purpose of this study was to explore the effect of text-to-speech in a multimedia learning environment on science achievement for students with learning disabilities in reading. The researcher examined how student achievement ...
How Learning Occurs from the Lesson on Identifying Essential Information on a Sewing Paper Pattern Using Meaningful Reception Learning and Schema Theories Obilade, Titilola (Virginia Tech, 2012-12-12)The lesson is delivered online and not face-to-face. The lesson consists of a 12-minute video where the instructor goes over the PowerPoint slides and displays different paper patterns, sewn jumpers and different notions. ...
Applying Learning Theories of Meaningful Reception Learning and Schema in Identifying Essential Information on the Front, Back and on the Inside of a Sewing Paper Pattern Obilade, Titilola (Virginia Tech, 2012-12-12)This lesson should take about 20-30 minutes to complete. At the end of this lesson the learner should be able to identify the essential information on the: 1) Front and Back of a Paper Pattern Envelope, and 2) Inside of a ...