Person: Higgins, Monica
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Higgins
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Monica
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Higgins, Monica
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Publication Managing for Results at the New York City Department of Education(2011) Childress, Stacey; Higgins, Monica; Ishimaru, Ann; Takahashi, SolaPublication Examining organizational learning in schools: The role of psychological safety, experimentation, and leadership that reinforces learning(2011) Higgins, Monica; Ishimaru, Ann Miho; Holcombe, Rebecca Wood; Fowler, Amy MThis study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL) in the context of a large urban U.S. school district. We build upon prior literature on OL from the field of organizational behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from 941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational learning and school change are discussed.Publication Optimism and the Boundaryless Career: The Role of Developmental Relationships(John Wiley & Sons, 2010) Higgins, Monica; Dobrow, Shasa; Roloff, KateThis research explores an important psychological capacity in the current boundaryless career environment—optimism. Optimism has been associated with flexibility and adaptability amidst stressful situations (Shifren & Hooker, 1995), which, we argue here may be particularly useful in the current unpredictable career environment. We explore the relationship between optimism and the structure and quality of individuals‘ developmental networks in a sample of young adults. Analyses are based upon a 10-year longitudinal study (1996-2006) of a cohort of 136 individuals who graduated from business school in 1996. Cross-sectional analyses show that the amount of psychosocial support received by individuals, but not career support, is positively associated with optimism. Then, considering the longer-term nature of help-giving, longitudinal relational data suggest that the greater one‘s early-career psychosocial and career support, the greater one‘s optimism many years hence. In addition, we examined how the rate of change in developmental network support over time is associated with optimism. Findings show that increasing amounts of career and psychosocial support over time were associated with greater optimism later in career. Implications for future research on the boundaryless career, optimism, and developmental relationships are discussed.