Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

                       ASSIGNMENT INSTRUCTIONS

For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.

The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a shared vision and team goals (Mulvale et al., 2016). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

Demonstration of Proficiency

• Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

• • Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
• Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

• • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
• Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

• • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

• • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Reference

Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. BMC Family Practice, 17.

Professional Context

This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

Scenario

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.

Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.

Instructions

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.

The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.

Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

• Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
• Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
• Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
• Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
• Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

• Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
• Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
• APA formatting: Make sure that in-text citations and reference list follow current APA style.

Identify the priorities of care and key interventions and make recommendations based on evidence to manage the priorities of care (e.g. ABCDE, track and trigger and escalation to the appropriate members of the MDT)

Summative Assessment Guidelines

Module- Recognising and responding to acutely ill patient

The summative assessment must demonstrate the following learning outcomes:

1. Demonstrate and apply knowledge of pathophysiology to acute changes in an
   individual’s health.
2. 2.Compare and contrast a range of tools or approaches used to assess those patients at risk of clinical deterioration and the therapeutic interventions implemented to
   ensure timely and appropriate management of those at risk of clinical deterioration.
3. Analyse the psychological and social effects of acute illness on the patient their family or carers and reflect upon the implications of the ethical and legal issues that surround the care of the acutely ill patient.

Intellectual, practical, affective, and transferable skills

4. With reference to research literature, analyse the evidence base related to acute
   changes in an individual’s health.
5. Reflect on the importance of inter-professional team working when caring for an
   acutely ill adult and consider how this may be improved to enhance patient care

The Steps of the assessment process are detailed as below.

1. The essay needs to be supported with appropriate literature:

1. Title page
2. Index page with contents and page number
3. Introduction (Summarise the scenario which you are going to address linking to the learning outcomes)- maximum 250 words

1. Analyse and discuss the patient’s signs and symptoms assessment for the selected scenario. It is important to refer to NEWS, range of assessment tools and severity of the patient conditions. – (approximately 750words).

1. Critically discuss the pathophysiology of the presenting acute illness. This should include discussion of the cause of admission, physiological responses, and the effects of the underlying pathophysiology on organ function – (approximately 750 words).

1. Critically discuss the nursing and medical interventions required to manage the patient condition. Identify the priorities of care and key interventions and make recommendations based on evidence to manage the priorities of care (e.g. ABCDE, track and trigger and escalation to the appropriate members of the MDT) – (approximately 750 words)

1. Critically discuss the holistic care needs of the patients and their families. Demonstrate awareness of patient-centred care incorporating the role of the family and psychosocial impact of acute illness on patients and their families. Demonstrate the importance of compassionate and holistic approach to care. Demonstrate the awareness about the implications of the ethical and legal issues that surround the care of the acutely ill patient. – (approximately 750 words)

1. Conclusion of the learning from the case scenario (approximately 250 words)

2. Please use the level 5 marking criteria while you write this essay as we will be using this to mark the assessment. Please note any unsafe practice will automatically be awarded 0%.

Is the conceptual model clarifying and does it fit with the research questions?

Introduction (8% = 1,200 Words)

1.1 Problem Statement (Level 2)

State the importance of the problem, including theoretical or practical implications (justification). Then state the research objective and research question(s). This is an exercise of finding gaps that worth researching (e.g., “research has been focusing on X1 but little attention has been paid to X2) = problem. Then, provide reasons why that is relevant (e.g., This has implications in Y… Therefore, it is worth researching on X2 and its consequences in Y since reason a, b, c…). The justification is basically stating what your research contributes to the understanding of a specific problem.

• Is the research problem scientifically relevant?
• Is the research problem framed within international literature?
• Does the research problem contain a description of the problem?
• Does the research problem consider existing international solutions for the identified problem and the shortcomings?
• Does the research problem address the central research objective?

https://apastyle.apa.org/style-grammar-guidelines/paper-format/headings

Chapter 2 – Literature Review (23% = 3,450 Words)

Introduce the following subsections by providing a review of relevant scholarship: relation to previous work and differences between the current report and earlier reports if some aspects of this study have been reported previously. Keep in mind that along this section and or subsections you will eventually state hypotheses derived from the literature. Do it strategically since you should connect that with the research design (next section).

• Is the literature review analytic and integrated in one story?
• Does the literature review describe the theoretical added value and the research gaps within the scientific literature?
• Is the literature review up-to-date and innovative?
• Does the literature review address one (or more) leading theories/models?
• Does the literature review and/or the hypotheses/presuppositions lead in a logical manner to the research questions?

Literature:

• What is essential to know (background) in order to understand what this study is supposed to accomplish
• Digital Education Action Plan 2021
• Reflection tools – general
• SELFIE

2.1 Subsection 1 (Level 2)

Text begins as a new paragraph

Theoretical framework: (Example) DigCompOrg Framework – Digitally Competent Educational Organisations

Figure 1. Theoretical framework: DigCompOrg Framework – Digitally Competent Educational Organisations (Source)

2.1.1 Subsection of 2.1 (Level 3)

Text begins as a new paragraph

DESI (Digital and economy society index 2020) – results focused on digital skills?

SELFIE

2.1.1.1 Subsection of 2.1.1.

Text begins on the same line and continues as a regular paragraph. (Level 4)

2.2 Subsection 2 (Level 2)

Text begins as a new paragraph

2.2.1 Subsection of 2.2 (Level 3)

Text begins as a new paragraph

2.2.2 Subsection of 2.2 (Level 3)

Text begins as a new paragraph

2.2.3 Subsection of 2.2 (Level 3)

Text begins as a new paragraph

2.3 Subsection 3 (Level 2)

Text begins as a new paragraph

2.4 Subsection 4 (Level 2)

Text begins as a new paragraph

Chapter 3 – Research Method (13% = 1,950 Words)

Research questions:

• Are the research questions and/or hypotheses/presuppositions clearly formulated and scientifically relevant?
• Is the conceptual model clarifying and does it fit with the research questions? (if applicable)

Critically analyse the concept of accountability as applied to the registered practitioner

Description

1000 words action plan that centres upon your personal development during your transition to an accountable practitioner. The following learning outcomes must be met within the execution of this coursework; Critically analyse the concept of accountability as applied to the registered practitioner Apply the concepts of accountability and responsibility to the individual’s own practice Develop strategies to enable the transition from student nurse to accountable practitioner Identify a professional concern which you would like to address within your imminent transition to accountable practitioner e.g.: delegation, supervision, teaching, escalating concerns, medicines management etc. Write a personal development plan that analyses how you will address this issue. • Explain the concepts of accountability and responsibility from the perspective of registered nursing professionals. • You must identify ONE professional concern/issue. • Identify an aim, objective, analysis and action plan that addresses your personal development in this area. • Consider the resources that you will need to achieve your development needs. • Your rationale for the choice of issue and to inform your future actions must be clear and supported by appropriate literature from robust sources of evidence. You must outline an action plan for future practice. This can be in a chart and excluded from the word count. I uploaded some examples of the assignment and how to do it and a video with all information that needs to be included in this work per tutor please look into that and listen that is very helpful. The action plan needs at least 5 columns each for a few sentences each explanation. 1. objectives 2. aims 3. rational 4.plan ( can be done with bullet points) 5. evalution also please include citation references and support evidence all from Uk. Also, it needs to include an understanding of RGN accountability we can show statistics about medicine management with support evidence in the UK only. The assignment needs include :  1. introduction 2. Aim of your plan ( what you want to achieve) 3. Objectives (what are the main points of the plan) Analysis of the issues (Drug administration positive or negative impact with some reference or statistic) 4. Action plan (as a table with 5 columns on the end) 5. Conclusion The Assignment is 1000 words but the table is not counting so when is done please let me know how much I need to pay extra for this table word count. please make sure you follow the information and the video for this work is very helpful. Used only UK statistics and information regarding drug administration,(positive and negative issues) 5RS and all references around between 13/15 all UK and reliable for this assignment ,.

provide policy recommendations about how to ease labour market disruption for the societies, in general, and those employed by the transport sector, in particular, after the transition to an automated transport paradigm.

1. Introduction The unprecedented progress in Artificial Intelligence (AI) and robotics over the last two decades and the continuous cost reductions in technology production empowered innovation adoption in every industry and occupation. Driverless vehicles are the automotive industry’s response to autonomous technology innovation, emerging as a cultureshifting intervention destined to change the way mobility is perceived and the way cities function (Gavanas, 2019; Milakis et al., 2017; Thomopoulos & Givoni, 2015). According to the driverless paradigm, the human driver will no longer be the epicentre of driving but will be replaced by powerful safety-enhancing autopilots. Adopting driverless vehicles means that human driver errors that have been the leading root for road traffic accidents for a century now (Crayton & Meier, 2017; Waldrop, 2015) will be eliminated. Driverless technologies could also potentially, as Nikitas et al. (2020) suggests, improve accessibility, invehicle riding experience, energy savings, car-sharing and ride-sharing business models and reduce traffic congestion, environmental degradation, air pollution, noise nuisance and social exclusion for those currently unable to drive. For these reasons, Autonomous Vehicles (AVs) and Connected and Autonomous Vehicles (CAVs) are widely projected to become the cornerstone of smart urban transport systems (Nikitas et al., 2017; Papa & Ferreira, 2018) and one of the prime areas for research and development investments in urban planning (Arakawa et al., 2018; Knowles et al., 2020; Strand et al., 2014). However, AVrelated impacts constitute an uncharted territory and many gaps exist in understanding how this transition will be managed (Csiszar ´ & Foldes, ¨ 2018; Foldes ¨ et al., 2018; Foldes ¨ & Csisz´ ar, 2016). The notion of an AV, by definition, refers to vehicles that operate in the absence of any human involvement (Nikitas et al., 2019). Autonomous driving currently entails six varying levels of automation: Level 0 refers to standard vehicles without automated driving functions while Level 5 refers to self-driving cars capable of completing the full dynamic driving activity deprived of limitations (Skeete, 2018). Today, AVs are still on the path to realise their full driving potential (Katrakazas et al., 2015) but there is already fierce competition, particularly among automotive manufacturers, for fulfilling the promise of fully developed automation. CAVs are likely to be the most captivating, innovative but also disruptive development that ever happened in the field of mobility * Corresponding author. E-mail address: a.nikitas@hud.ac.uk (A. Nikitas). Contents lists available at ScienceDirect Cities journal homepage: www.elsevier.com/locate/cities https://doi.org/10.1016/j.cities.2021.103203 Received 23 August 2020; Received in revised form 8 December 2020; Accepted 18 March 2021 Cities 114 (2021) 103203 2 (Bansal et al., 2016; Nikitas et al., 2017). Today, driverless vehicles are not a fiction anymore (Bansal et al., 2016; Hancock et al., 2019). AVs, usually under close human supervision (i.e. human pilots are on board ready to take over control in emergency situations) and in segregated conditions are trialled worldwide, to test whether they can function effectively in complex scenarios (Nikitas et al., 2017). In part, the recent breakthrough in AI technology has fuelled hopes that self-driving vehicles may be seen on the roads in the nearby future. By 2050, the overall worldwide passenger economy of self-driving vehicles is predicted to reach 7 trillion (Wang et al., 2018) with governments in USA, UK, Germany, Australia and New Zealand actively supporting already their research and development (Nikitas et al., 2019). Eventually, AVs will cultivate a novel sector of mobility, having much more profound influences than the simple replacement of present-day cars. Nonetheless, foreseeing how AVs may fundamentally transform the future of cities and societies, is a strenuous and conflicting process (Gonzalez-Gonz ´ alez ´ et al., 2019). This explains the inconsistent and discordant interpretations about where AV technology is heading. Even if the potential to see AVs driving on well-defined and pre-determined pathways in a handful of years is highly likely, CAVs capable of taking individuals from their household to any place and vice versa whatever the weather and in uncertain road traffic conditions is a more distant future. A fully autonomous driving future involves a longer time span and substantial effort that goes beyond technology per se reflecting and affecting legal, moral, education and business aspects among others. Despite their immense potential for positive change, AVs could also generate immense challenges (Bergmann et al., 2018) that include according to Nikitas et al. (2020) and Liu et al. (2020): increased vulnerability to hacking, software and hardware flaws; loss of privacy and travel data exploitation; liability allocation challenges; increased car usage from more populations and unoccupied vehicles; increased traffic accident rates during the transition period when CAVs will co-exist with simpler AVs, semi-autonomous and conventional vehicles; more pollutant emissions; behavioural adaption, situational awareness and user resistance problems; and more importantly for the context of this research labour market disruption. Undertaking premature, yet inclusive investigation and appraisal about the future dangers of self-driving is imperative for responsible research and innovation (European Commission, 2014) and can have a decisive influence on individuals and societies’ agreement or disagreement with AVs wide-scale implementation (Maurer et al., 2016). At present there is very little known about the nature, magnitude and severity of the AV-related impacts on labour market (Frisoni et al., 2016). Typically, socio-technological innovations have implications for the working world. Automation, in general, changed employment through job destruction, changing working requirements and flexibility, as well as standardisation (Nathan & Ahmed, 2018). Frey and Osborne (2017) estimate that around 47% of total US employment is in the high-risk category over the next two decades because of the computerisation phenomenon including all the jobs related to the transport and logistics industry. Thus, the introduction of AVs has the potential as Pettigrew et al. (2018) suggested to completely disrupt employment as known now. This means that the general public attitudes about AVs may oscillate between enthusiasm and doubt (Kyriakidis et al., 2015); doubt regarding not only technical fixes, but also regarding the possible employment disruption that AVs could convey (Acheampong & Cugurullo, 2019). Historically, technological developments usually end up generating more jobs (Halteh et al., 2018) but in the short-term are perceived as ‘creative destructions’ and ‘force change’ (Nathan & Ahmed, 2018). Although substantial disruption is often the consequent effect, on the opposite spectrum arise new opportunities. For instance, today, because of technology’s creative destruction effect on employment, a New York investment bank employee could be easily living and working in Vancouver, instead of moving to New York (Messer, 2010). AI is omnipresent in people’s lives via internet and smartphones, and especially in developed countries most employees interact daily with computers, as well as robotic devices (Halteh et al., 2018). However, web and mobile app developers, social media designers, and other intelligence-related professions constitute a still surprisingly small segment of the total employment needs and refer to roles typically linked with high-tech specialisations. The recently established techno-economic model inflicts new patterns of work at both intellectual and physical levels, challenging the old-fashioned production norms and producing consistent mistrust (Nathan & Ahmed, 2018). It may thus be argued that automation developments might entail a significantly more pronounced effect on employment than what has ever been recorded before, increasing concerns that mass redundancies will prevail over job creation. Research also predicts that there will be a significant mismatch between today’s required employee skillset and the one needed in an AIdefined era (Snyder, 2016). Thus, studies looking into exploring these new skillsets and helping societies, industries and authorities to recalibrate their employment needs are of crucial importance. However, it is problematic to inform policy-making in the absence of concrete social preference data reflecting and affecting AV scenarios (Lu et al., 2017). This study aims to examine the public perceptions of the effects that the introduction of AVs will generate to employment in the transport and logistics industry. More specifically, the paper intends to:

(i) identify people’s perceptions of the after-effects of a full-scale AV launch on employment,
(ii) identify new opportunities and challenges that will arise and skills that will be sought after once AVs will be fully launched,
(iii) provide policy recommendations about how to ease labour market disruption for the societies, in general, and those employed by the transport sector, in particular, after the transition to an automated transport paradigm. Henceforth, the study presents: an overview of the limited AVs and employment literature, a description of the method employed, a systematic examination of the results, a discussion benchmarking our key findings against the literature that includes policy and industry recommendations, limitation acknowledgement and future research directions and a conclusion section which discusses our main contributions.

Will the arrival of autonomous vehicles (AVs) be a positive or negative factor for the economy? And why?

Technology tutorial

Autonomous vehicles and employment: An urban futures revolution or catastrophe?
Autonomous vehicles (AV) questions: Q1. Will the arrival of autonomous vehicles (AVs) be a positive or negative factor for the economy? And why? Q2. Is the government prepared for the arrival of AVs? Q3. From a stakeholder’s perspective, what are things that the government should do to support the transition of AVs? Q4. Who are the winners and who will be the losers from the AV revolution?

explain how the case study that they had presented in class is / or may be linked to theory/business context that we discussed at the lecture.

Important note: Coursework is marked on the understanding that it is the student’s own work on the module and that it has not, in whole or part, been presented elsewhere for assessment. Where material has been used from other sources, this must be properly acknowledged in accordance with the University’s Regulations regarding Academic Misconduct.

Marking, feedback and next steps

To pass this module, students must achieve an overall mark of 40.

prepare a training presentation for new HR professionals about employment and labor laws that will impact an organization (nationally and internationally).

Description

prepare a training presentation for new HR professionals about employment and labor laws that will impact an organization (nationally and internationally). Your presentation should address the following four major topics: One federal and one state (from the state you live in) employment or labor law of your choice. Cover the following: Impact on policies, practices, and procedures. Importance of understanding and applying these laws (other than the fact that not doing so would violate the law). How these laws are similar to or different from the international laws from a country of your choice. Working with labor unions Two key points to remember when working with U.S. labor unions. Two key points to remember when working with international labor unions. Labor-management disputes Grievances, mediation, and arbitration. Key tools to resolve labor disputes. Ethical and legal issues for HR professionals Potential impact of stakeholder viewpoints on organizational policies and procedures. Key ethical issues HR professionals deal with today. Additional Requirements A minimum of 15 slides, not including title page, table of contents, reference page or appendices. Speaker notes of 50-100 words for each slide. For organizational purposes, you must have headers on your slides that clearly identify the major topics described above. At least five scholarly references, including resources from this course. Proper formatting according to the CSU Global Writing Center (Links to an external site.). A formal reference page. This is an individual presentation; however, you should reflect on our discussion forums and incorporate ideas from there, as appropriate.  The CSU Global Library (Links to an external site.) is a good place to find these sources. You cannot use Wikipedia or any CSU Global assignment. For this assignment, a credible source is defined as: A scholarly or peer-reviewed journal article. A government-based website or publication. A trade or industry journal article, publication, or website, including those from trade organizations such as SHRM.org and TD.org .

How an individual gets affected in a psychological way when hid sexuality is not accepted in the culture he is living in, Use snowball sampling as a research method

Revision comments : Research should include data and analysis

The research paper should talk about the purpose of the research project’s study, and explain why it was carried out. Describe the methodology used for data collection and analysis of the data. (Snowball sampling) research.

Description

Human sexuality: How an individual gets affected in a psychological way when hid sexuality is not accepted in the culture he is living in, Use snowball sampling as a research method

What are the trends of employee innovative behavior in the oil and gas organizations in the UAE?

1.1.  Research Background

Rapidly changing and dynamic operational environments are placing businesses under increased social, economic and financial pressure. These dynamic and competitive operational parameters are contributing to increased innovation as a strategy to ensure and contribute to an adequate competitive advantage that facilitates an entity’s performance and operational efficiency. Therefore, numerous economic entities are investing in innovation led strategies to gain an effective hold over their respective operational environments. Innovation initiates and contributes to an entity’s flexibility and adaptability to the ever-changing and advancing technologies and the unpredictable and uncertain business environment. An entity’s employees play a crucial role in the implementation and incorporation of innovative technology within the business’ operational structure. Therefore, for businesses to innovate they have to rely on their employees’ capacity and willingness to innovate and develop viable solutions to the problems facing an organization because these employees have firsthand experience relative to the organization’s operations, associative problems and probable solutions (Elidemir, Ozturen, & Bayighomog, 2020). Notably, the employees’ innovative capacity, willingness and associative behavior are frequently influenced by the work environment in which they work (Theure, Tumasjan, & Welpe, 2020). The aforementioned work environment includes fundamental components such as the organization’s culture, its leadership practices, the resulting system of governance, employee behavior, available resources and organization specific policies that facilitate the day-to-day activities of the organization. Moreover, first line mangers have direct access to an organization’s employees and strategically positioned to initiate effective change in the organization’s workforce by translating and interpreting fundamental organizational rules, policies and associated changes (Theurer, Tumasjan & Welpe, 2018). They oversee fundamental operations that culminate in and contribute to the entity’s objectives and goals. Therefore, these first line mangers have the ability to influence the organization’s innovative capacity by impacting the innovative capability and willingness of the employees. Furthermore, given that organizational work environments are also defined by the workers’ impressions of official and informal organizational rules, practices, and procedures, it is evident that first line managers can impact the innovative behavior exhibited by employees.

The current study seeks to offer insights into the impact of first-line managers’ roles on the employees’ innovative capacity, willingness and associative behavior in the organization. The research study will specifically, focus on the oil and gas sector in the United Arab Emirates (UAE) which in the last year has experienced upheavals driven by a considerable drop in oil prices (The National, 2021). The reducing oil prices as well as shifting demand for oil and gas driven by tightening emission regulations across the world, the rise of electric vehicles, considerable demand growth being driven by countries outside the organization for economic co-operation and development (OECD) and the younger generation embracing the sharing economy thus reducing the demand for oil means that oil and gas companies have to embrace innovation to remain functional and competitively viable (The National, 2021). Innovation in this case is in pursuit of new efficiencies such as cutting costs to maximize productivity and profits and to produce low hydrocarbon products.

With the changing price and demand dynamics, a majority of the oil and gas companies in the UAE have responded with innovation initiatives. For example, Abu Dhabi National Oil Company (ADNOC) put in place a “2030 strategy” designed to transform its business and future success by delivering growth, value creation, and profitability by seeking new ways to suit the current world and the future needs (ADNOC, 2021). However, while it has not been difficult to introduce technology advances and innovations, putting them in place, maintaining them, and keeping them successful over time has proven challenging (Abuhejleh, Dulaimi, & Ellahham, 2016). To ensure successful implementation of technological innovation, there is a need to provide adequate organizational support to employees to ensure they exhibit positive energy and eagerness which motivates them to go beyond their defined job responsibilities and exhibit innovative behavior (Riaz, Xu, & Hussain, 2018). Therefore, this study will determine the impact of first line managers’ role on employee innovative behavior in the UAE oil companies.

In the ever dynamic and competitive contemporary business environment, businesses are always striving for competitive advantage with innovation being earmarked as one of the avenues to help organizations to achieve a larger market share (Alhammadi Tham, & Azam, 2020). Technological advancements, shifts in customer behavior, greater competition, limited resources, short product lifecycles, and changing business models are among the elements that have helped drive the need for innovation in businesses in recent times (Kozioł-Nadolna, 2020). Moreover, internal factors that constitute and contribute to an organization’s working environments that affect employees’ innovative behavior and the subsequent competitiveness and productivity of the organization include material, intangible, and human resources at the disposal of the organization’s workforce and its management (Kozioł-Nadolna, 2020). The role of internal factors and the resulting work environments that impact organizational innovation are informed by the resource-based view (RBV) which implores organizations and management to focus internally and assess assets, capabilities and competencies that can help an organization generate and deliver competitive advantages (Davis & DeWitt, 2021; Kozioł-Nadolna, 2020). This approach can be incorporated and utilized by the first-line of organizations to facilitate and contribute to their ability to utilize resources available at their disposal to motivate and improve the employee’s capability and willingness to embrace innovation relative to the organization’s operations. An example is the incorporation of training programs designed to improve the employees’ technical and technological knowledge that complements and contributes to innovation.

Based on the RBV, employees are one of the most valuable internal resources to organizational innovation (Cruz & Haugan, 2019). Employees create and introduce new ideas and innovations with their attitudes towards innovation playing a crucial role in how an organization perceives problem finding and solutions and determining how effectively an organization can adopt and implement innovations (Paulikas, 2018). Hansen Amundsen, Aasen, and Gressgård (2017) further note that leaders and managers can influence employees’ attitudes towards innovation by being open to new ideas, making the employees aware of the impact of their innovative ideas on the organization, open communication and trusting employee to solve problems. First-line managers, in particular, are critical in influencing employees’ attitudes towards innovation, employee innovative behaviors and innovation implementation since they are the ones who are in constant contact with employees (Fader, 2014; Schultz, 2020). With leaders playing such a crucial role in implementing effective innovation in organizations, several studies have been undertaken to examine the role of managers and specifically line managers in organizational innovation. A study by Fader (2014) indicated that the role of first-line managers in encouraging employee innovative behavior included recognition and encouragement of innovative behaviors, empowering employees in problem-solving and supporting innovation through participative decision making and openness to new ideas. The views by Fader (2014) showing the important role of first-line managers are supported by Kozioł-Nadolna (2020) who indicated that first-line managers stimulate innovation by incentivizing and rewarding innovative behaviors, openness to new ideas and new ways of doing things and inspiring employees by settings goals and open communication. Despite the above studies indicating that first-line managers have a crucial role to play in implementing innovation in an organization, the managers sometimes lack the necessary skills to achieve their goals and objectives. Specifically, Fader (2014) notes that line managers are often not trained and equipped with sufficient knowledge on how to stimulate and implement innovation. In UAE specifically, a survey undertaken by Abuhejleh, Dulaimi and Ellahham, (2016) evaluating businesses that had participated in a UAE organized World Government summit indicated that only 26% of the participants have successfully generated and implemented innovations. Therefore, while first line managers can play a crucial role in stimulating and implementing innovation, their efforts are occasionally hampered when it comes to the effective implementation of innovation in an organization. Therefore, this research takes on an empirical approach to examine the role of first line managers in facilitating the incorporation and implementation of effective innovative strategy, specifically the study seeks to identify, critically evaluate and ultimately illustrate the role of first-line manager in stimulating employee innovative capacity, willingness and associative behavior, thereby providing and contributing to knowledge and information that would help organizations to better equip line managers with the relevant training and knowledge for effective innovation implementation.

1.2.  Problem Statement

Innovation implementation has proven a challenge to numerous businesses, especially in the UAE where 65% of the firms surveyed indicated that they were able to generate innovation but failed in implementing them (Abuhejleh et al. 2016). While organizations are aware and able to generate innovation, sustaining them in the long term and ensuring that they are effective in achieving the intended objective has proven a challenge. According to Rønningstad (2018), a key role of first-line managers entails passing innovative ideas proposed by employees to top management to shape decision making. In this respect, first-line managers need to exhibit penness to new ideas as well as open communication with employees to enable them understand employees’ perspectives on improving operations (Rønningstad, 2018). However, studies such as Alhadhrami (2013) have shown that in the UAE, the Arabic culture influences managers to not accept direct and open communication from their subordinates which makes it difficult for the managers to understand innovative ideas from employees. As a result, there is a gap in literature which this study will seek to address since it is realized that although open communication is crucial role of first line managers in promoting employee innovative behavior, it is disregarded in the UAE organizational setting.

At the same time, Hasnat and Philbin (2021) explained that employees’ attitudes affect their innovative behavior in which employees with positive attitudes are likely to make suggestions on how to improve the organization operations and increase profitability. However, research by Al-Ali (2018) showed that UAE employees exhibit negative attitudes towards their work since they do not regard their jobs as a source of satisfaction leading to high rates of absenteeism and turnover. In this regard, the gap on how employee attitudes in the UAE can be improved to promote innovative behavior is addressed in this study. One of the ways organizations can mitigate challenges affecting innovation is by involving first-line managers who play a crucial role in stimulating and implementing innovation through open communication, participative decision and settings goals (Kozioł-Nadolna, 2020). Therefore, it is also essential to understand the influencing factors that could affect and possibly impede the efforts of first line managers in their capacity as facilitators of innovative strategy implementation. As such, this research study will seek investigate with the intention of offering insight to organizations on the critical role first-line managers play in the successful, effective and sustained implementation of innovation.

1.3.  Purpose of the Study

To examine the impact of first-line managers’ roles on employee innovative behavior in

oil and gas organizations in the UAE.

1.4.  Research Objectives

• To determine trends of employee innovative behavior in oil and gas organizations in the UAE through the involvement of empirical testing.
• To determine trends of first-line managers’ roles in oil and gas organizations in the UAE through the involvement of empirical tests.
• To determine the correlative, measurable, justifiable and empirical relationship between first-line managers’ roles and employee innovative behavior in oil and gas organizations in the UAE.
  • Research Questions
• What are the trends of employee innovative behavior in the oil and gas organizations in the UAE?
• What are the trends affiliated with first line managers’ roles in the oil and gas organizations in the UAE?
• What is the identifiable, measurable/ observable relationship between the roles of first line managers and employee innovative behavior?