Dr Yingfei Heliot

Dr YingFei Héliot


Lecturer in Organisational Behaviour
PhD, MBA, FHEA
+44 (0)1483 682121
49 MS 03
Monday 13:00-14:00; Wednesday 11:00-12:00

Biography

Research

Research interests

My teaching

My publications

Highlights

Héliot YingFei, Gleibs I.H., Coyle A., Rousseau D., Rojon C. (2019) Religious identity in the workplace: A systematic review, research agenda, and practical implications, Human Resource Management, ISSN 1099-050X (In Press)

Héliot YingFei, Mittelmeier Jenna, Rienties Bart (2019) Developing learning relationships in intercultural and multi-disciplinary environments: a mixed method investigation of management students? experiences, Studies in Higher Education pp. 1-15 Taylor & Francis (Routledge)

Héliot Y, Gleibs I, Coyle A, Rousseau D, Rojon C (2017) Conflict and Complementarity between Religious and Occupational Identities in the Workplace, Academy of Management Proceedings 2017 11028 (1) Academy of Management

DOI: 10.5465/AMBPP.2017.120

Rienties B, Héliot YingFei (2018) Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study, Studies in Higher Education 48 (3) pp. 437-451 Taylor & Francis

DOI: 10.1080/03075079.2016.1174986

 

Publications

Mittelmeier J, Heliot Y, Rienties B, Whitelock D (2016) Using Social Network Analysis to predict online contributions: The impact of network diversity in cross-cultural collaboration, Proceedings of the 8th ACM Conference on Web Science pp. 269-273
Although collaborative web-based tools are often used in blended environments such as education, little research has analysed the predictive power of face-to-face social connections on measurable user behaviours in online collaboration, particularly in diverse settings. In this paper, we use Social Network Analysis to compare users? pre-existing social networks with the quantity of their contributions to an online chat-based collaborative activity in a higher education classroom. In addition, we consider whether the amount of diversity present in one?s social network leads to more online contributions in an anonymous cross-cultural collaborative setting. Our findings indicate that pre-existing social connections can predict how much users contribute to online education-related collaborative activities with diverse group members, even more so than academic performance. Furthermore, our findings suggest that future Web Science research should consider how the more traditionally ?qualitative? socio-cultural influences affect user participation and use of online collaborative tools.
Gao Y, Riley M (2006) Disclosure and Identity,
Gilbert DC, Gao Y (2005) A failure of UK travel agencies to strengthen zones of tolerance, Tourism and Hospitality Research 5 (4) pp. 306-321 Sage
Companies in all industries face problems pertaining to the issue of retaining customers and securing satisfaction through service quality management. The repeat purchasing behaviour at an individual level is affected by the level of a customer's ?zone of tolerance?; a term not always fully understood. The purpose of this study is to examine the relationships that customer tolerance has with customer experience, brand trust and customer emotions for travel agency businesses. Customers who have had recent experience with the travel agencies were sampled from two UK travel agencies situated in London and Guildford. One hundred and twenty customers were surveyed face to face through means of a questionnaire. The results utilising Spearman Ranked Order correlation showed that there is a relationship between customer tolerance and customer experience. However, it was found there is no relationship between customer tolerance and customer emotion. In addition, the tests revealed that there is no relationship between customer tolerance and brand trust. The conclusion is that travel agencies are failing to keep in mind the importance of carefully handling customer tolerance and understanding the level of customer tolerance and its influence.
A common assumption in higher education is that international students find it
difficult to develop learning and friendship relations with host students. When students are
placed in a student-centred environment, international students from different cultural
backgrounds are ??forced?? to work together with other students, which allows students to
learn from different perspectives. However, large lecture rooms may provide fewer
opportunities for students to work together in small groups. The purpose of this article is to
understand how 191 international students from 34 cultural backgrounds and 16 host
students build learning and friendship relations in a large classroom of 207 students. We
have used an innovative mixed-method design of social network analysis in a pre- and
post-test manner combined with two sets of focus groups. Using multiple regression
quadratic assignment procedures, the results indicate that learning ties after 11 weeks were
significantly predicted by the friendship and learning ties established at the beginning of
the module, (sub)specialisation, and whether students were Chinese or not. Contrary to
previous findings, team divisions played only a marginal role in building (new) learning
relations. A substantial segregation between Confucian Asian, European international and
UK students was present. Follow-up qualitative data highlighted that international students
made a conscious effort to build friendship and learning relations primarily outside the
formal team, which for some were along co-national lines, while others were pro-actively
looking for new perspectives from multi-national students. These results indicate that the
instructional design might have a strong influence on how international and host students
work and learn together. We believe that this study is the first to provide an in-depth and
unique understanding of how international students from different cultural backgrounds build friendship and learning-relationships with other students in- and outside their
classroom over time in a large classroom of 200+ students.
Gao Y, Riley M (2005) Professional Identity: a Barrier to Knowledge Transfer?,
Gao Y, Riley M (2005) An Examination of Professional Identity in the Context of Knowledge Transfer,
Héliot Y, Riley M (2010) A study of indicators of willingness in the knowledge transfer process, Journal of Management & Organization 16 (3) pp. 399-410 eContent Management Pty Ltd
Gao Y, Riley M (2008) Identity and Disclosure: A Study of the Professional Identity of UK Engineers,
Gao Y, Riley M (2010) Knowledge and Identity: A Review, International Journal of Management Reviews 12 (3) pp. 317-334 John Wiley and Sons
This paper reviews the literature in a number of areas that converge upon the theme of the role of knowledge within professional identity. Within knowledge transfer literature the individual perspective is underdeveloped, and this paper seeks to contribute by exploring the function of knowledge within an individual's professional identity, thus unfolding a theoretical connection between the literatures of knowledge and identity. Its central argument concurs with Szulanski's notion of ?internal stickiness? as a barrier to knowledge transfer but extends this hypothesis into the psychological ownership of knowledge and to the idea of ?possessiveness?. The paper argues that the value of self-categorized knowledge places the latter within the individual's cognitive structure of their identity. It offers up the idea of valued knowledge to the knowledge transfer domain and suggests that feelings of possessiveness towards knowledge may intervene in the willingness of an individual to disclose knowledge in a knowledge transfer process.
Gao Y, Riley M (2008) An Ordered Category Methodology: Willingness and Knowledge,
The paper shows an empirical approach to the problem of measuring an entity whose dimensions are unknown. The subject is the willingness/unwillingness of UK engineers (N=1050) to exchange knowledge. It assumes willingness to be a unidimensional entity and puts forward a methodology that uses indicators to measure its direction. We illustrate the direction of willingness on a reluctance- willing dimension. The conceptual basis is an exploration of the ?stickiness? that pervades knowledge disclosure process. This phenomenon could stem from the individual feeling a sense of ownership of their knowledge which then engenders reluctance behaviour. We pursue this idea theoretically through notions of possessiveness and psychological ownership; and empirically by exploring the concept of willingness to disclose.
Mittelmeier J, Heliot Y, Rienties B, Whitelock D (2015) The Role Culture and Personality Play in an Authentic Online Group Learning Experience, EDiNED 2015 Conference Proceedings
Both educators and students face challenges in successful collaborative work, particularly when students come from a diverse set of backgrounds and cultures. This is especially the case at business schools, which have some of the most diverse student populations in the UK. One explanation for this could be that culture and personality influence behaviour in group work, creating mismatched expectations. This assumption has led to current research focusing upon student reflections and perceptions of these challenges, while few studies objectively explore what influences actual student behaviours in group work. Therefore, this paper describes a learning analytics study of an activity designed to replicate a group learning experience. In a lab environment, 58 students at a UK business school were placed in small groups to work with a Harvard Business School case study using an online chat to communicate with all members of their group. Student contributions were analysed and compared using Hofstede?s Cultural Dimensions (Hofstede, Hofstede, & Minkov, 2010) and the Big Five Ten Item Personality Measure (Gosling, Rentfrom, & Swann, 2003). Our analysis suggests that cultural traits in particular influences and can predict student group work behaviours.
Heliot Y, Rienties B (2012) How does Anxiety and Willingness to share Knowledge impact Networked Learning, Proceedings of the 19th EDINEB Conference The Role of Business Education in a Chaotic World pp. 85-92 FEBA ERD Press
Gao Y, Riley M (2007) Professional Identity and Its Effect on Willingness to Exchange Information: a Proposed Model,
Gao Y, Riley M, Gore J (2005) Constructing Professional Identity in the Context of Knowledge Transfer,
Purpose This systematic review uses cross-disciplinary literature to examine identity conflict and complementarity between occupational and religious identities in healthcare settings and address questions such as how do the religious and occupational identities of health care staff interact? In what situations are these identity dimensions productively compatible? In what situations do they create tension and conflict for the staff member and their occupational practice? What implications do any tensions/conflict create for the well-being of the staff members, and their colleagues, the quality of service provision, and the organisations? How might these implications be best managed at individual, work team, and organisational levels? Design/Methodology We use both qualitative (expert interview N=10) and systematic review methods (search in cross-disciplinary and open grey literature) Results The results of the review concern possibilities for complementarity between these identity dimensions but also conflict where religious identity may make demands that can generate avoidance of some occupational requirements. Limitations The systematic review has included English language only as the language inclusion criteria which may have restricted its coverage. Research/Practical Implications The results have research implications for identifying current research gaps in identity conflict. It also has practical implications for well-being and practice in healthcare settings in the management of the psychological and social consequences of perceived identity incompatibility, for example, stress, anxiety, negative self-evaluation, intra-team conflict. Originality/Value We provide a comprehensive overview of cross-disciplinary literature on the relationship between religious and occupational identity, including the nature and management of identity compatibility and conflict within healthcare organisations.
Gao Y, Riley M, Sadler-Smith E (2008) The Cognitive Structure of Professional Identity,
Rienties B, Heliot YingFei (2018) Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study, Studies in Higher Education 48 (3) pp. 437-451 Taylor & Francis
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively ?create? interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master?s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were ?balanced? by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur ?automatically? in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Purpose Legal changes in medical regulations towards End-of-Life circumstances have led doctors to experience religious and professional identity conflicts and behavioural dilemmas. Despite the detrimental consequences on doctors? well-being, medicine efficiency and society?s welfare, research on this topic and its underlying mechanisms has been overlooked in organisational studies. The purpose of this propositional paper is to address this gap by offering a new conceptual framework, grounded on Social Identity Theory (Tajfel and Turner, 1986), Identity Theory (Stryker and Serpe, 1982) and Cognitive Dissonance Theory (Festinger, 1962).
Heliot Y, Gleibs I, Coyle A, Rousseau D, Rojon C (2017) Conflict and Complementarity between Religious and Occupational Identities in the Workplace, Academy of Management Proceedings 2017 11028 (1) Academy of Management
Despite its recognition as an organizational diversity issue impacting personal well-being, little research to date addresses religious identity in the workplace. We conduct a systematic review of relevant literature and develop a conceptual framework to address a critical question: How do religious and occupational identities relate to each other in the workplace and with what antecedents and consequences?? We specify key definitions and explicate the importance of the connection between religious and organizational identity to contemporary debates regarding workplace diversity. The systematic review uses a search strategy informed by an advisory panel of experts. Through a well-specified search process we conduct comprehensively screen the literature and ultimately identify 32 relevant peer-reviewed articles that form the basis of our synthesis and analysis. Findings point to three forms of religious and occupational identity relationships: compatible, incompatible and non-overlapping. Each has distinct implications for identity tension and employee well-being. Evidence suggests the benefits of expressing religious identity at work and helping employees negotiate their religious and occupational identities. Finally, we develop a theoretical framework that specifies the antecedents of the activation of religious and occupational identity in the workplace, the nature of the identity negotiation that activation triggers and its outcomes for individuals and the organization.
Gao YingFei, Riley Michael (2010) Knowledge and Identity: A Review, International Journal Of Management Reviews 12 (3) pp. 317-334 Wiley/Blackwell
This paper reviews the literature in a number of areas that converge upon the theme of the role of knowledge within professional identity. Within knowledge transfer literature the individual perspective is underdeveloped, and this paper seeks to contribute by exploring the function of knowledge within an individual's professional identity, thus unfolding a theoretical connection between the literatures of knowledge and identity. Its central argument concurs with Szulanski's notion of ?internal stickiness? as a barrier to knowledge transfer but extends this hypothesis into the psychological ownership of knowledge and to the idea of ?possessiveness?. The paper argues that the value of self-categorized knowledge places the latter within the individual's cognitive structure of their identity. It offers up the idea of valued knowledge to the knowledge transfer domain and suggests that feelings of possessiveness towards knowledge may intervene in the willingness of an individual to disclose knowledge in a knowledge transfer process.
Zigan K, Heliot Y, Le Grys A (2018) An exploration of the leader-follower dyad using implicit theory, 3rd Interdisciplinary Perspectives on Leadership; Proceedings
In this research, we adopt a follower-centered leadership approach, which aims at integrating both implicit leadership theories (ILTs) and implicit followership theories (IFTs). While ILTs investigate followers' subjective views of leaders; IFTs focus on the views of followers (e.g., Sy, 2010). We are interested in the joint influence of ILT and IFT fit on the leader?follower dyad. We further aim to explore the fit between the followers? and leaders? view on ideal leadership and followership respectively. We also compare the fit between actual leaders and followers from a follower?s perspective and potential consequences on the effectiveness of the leader- follower dyadic relationship.
This doctoral thesis focuses on understanding how talented employees? psychological contract was formed and changed over the period of their employment. Organisations in the oil and gas sector rely heavily on cutting-edge technologies and human capital to optimise oil production. Hence, they are keen to attract and retain talented employees in order to sustain value creation and meet their organisational goals through the immediate and potential contribution of these talented employees. The psychological contract, on the other hand, reflects the quality of the employment relationship between the talented employees and their employer. It has a number of implications on employees? attitudes and behaviour including job satisfaction, turnover, and performance. Thirty-four semi-structured interviews were conducted with talented employees across the Exploration and Production Organisations and their subsidiaries in Oman. Data was thematically analysed using a modified version of the traditional thematic analysis. Three overarching themes were discovered as most relevant and important.

The findings suggest that the formation of the psychological contract is influenced by Talented Employees' Value Proposition and Identification Mechanism. The findings also suggest that talented employees reciprocate organisations' learning and development initiatives with loyalty and discretionary performance, which could substantially improve business performance. However, the findings also indicate that talented employees do not necessarily leave or stay with perceptions of psychological contract breach and fulfilment. These talent deals are dynamic and change over the course of their career according to the quality of reciprocation from their employer. Moreover, the deals of talented employees are also influenced by contextual factors, such as oil prices and social pressure, employer brands, and the identities of said employees. Talented employees were found to pay particular attention to their future employability prospects and hence turned to their employer for challenging and rewarding tasks and projects. These aspects were at the forefront of what formed and influenced the state of their psychological contract. Future research could be conducted on different contexts and sample groups in order to further understand the nature of reciprocity and mutuality with the psychological contract. Similarly, future research could benefit from the findings of this thesis in terms of designing surveys for a large sample size in order to understand the correlation between employer brand, talented employees' identity, and the dynamics of their psychological contract.

Carminati L., Héliot Y. (2018) Between Multiple Identities and Ethical Dilemmas: Healthcare Professionals' Identity Conflict Perception and Ethical Behaviour in End-Of-Life Circumstances, The European Conference on Psychology & the Behavioral Sciences 2018: Official Conference Proceedings The International Academic Forum (IAFOR)

Legal changes in medical regulations and advancements in medical technology have challenged healthcare organisations? approaches to ethical controversies and influenced healthcare professionals? clinical practice, especially in End-of-Life (EoL) situations. In such situations, healthcare professionals may experience moral identity conflicts and ethical dilemmas. Indeed, the moral code of conduct of doctors and nurses? professional identity can interact with the moral values of their other non-work identities. These ethical conflicts could significantly affect healthcare professionals? actions, patient care and quality of healthcare. Although a thorough understanding of identity conflict emergence, perception and influence would help healthcare professionals and organisations to promptly respond to such consequences, research has not exhaustively addressed these ethical conflict dynamics.

Therefore, through an interdisciplinary perspective integrating theoretical and empirical works in management/organisation studies and medical literature, this paper explores healthcare professionals? ethical identity conflicts perception and behaviour in EoL circumstances. To pursue this aim, a qualitative research methodology has been chosen. Semi-structured interviews (N=54) are conducted among healthcare professionals, implementing both theoretical sampling, to strengthen the rigour of the study, and random sampling, to ameliorate any potential selection bias. The tradition of thematic analysis is followed to analyse the data. Hence, by offering an in-depth understanding of how ethical conflicts are experienced by doctors and nurses and bringing new insights on healthcare professionals? behavioural consequences in terms of decision making and clinical practice, this paper enriches current works on ethical identity conflicts proposing findings and themes related to spiritual/religious identity, moral identity, procrastination of duties and absenteeism.

Carminati Lara, Heliot YingFei (2018) Doctors? Professional and Religious Identity Conflict: Micro and Macro Dynamics in End-of-Life Circumstances, British Academy of Management Conference 2018 BAM
This developmental paper reports a work in progress study. It aims at investigating microand
macro-level processes related to doctors? professional/religious identity conflict in
critical situations, such as End-of-Life (EoL) circumstances, and the consequences of such
conflict on doctors? psychological well-being (PWB). It achieves this by testing in a
multilevel, moderated mediation analysis four hypotheses in a two-wave study of doctors
working in 30 NHS Trusts in England. By providing a holistic framework on identity conflict
dynamics (its emergence, unfolding and individual consequences), this developmental paper
has the potential to make two key contributions to the literature on identity and identity
conflict as experienced by doctors in EoL circumstance. First, it clarifies micro-level
conditions and mechanisms of professional/religious identity conflict in doctors and its
impact on PWB. Second, by including ?extra-individual? forces as macro-level boundary
conditions, namely organisational ethical climate, it extends identity theories with social
information processing theory.
This case study describes our experience in conducting a systematic review of the relevant literature to address the question of how religious and occupational identities relate to each other in the workplace. In so doing, we offer practical advice for the novice researcher in the steps involved in conducting a systematic literature review, highlighting the questions that need to be taken into consideration, particularly in deciding when to include or exclude a publication. We describe the practical lessons learned throughout the course of our research process.
Carminati Lara, Heliot YingFei (2019) Healthcare professionals? identity conflict and ethical behaviour in End-of-Life circumstances: A qualitative study, Proceedings of the XX Italian Workshop of Organization Studies (WOA 2019 "Identity and Pluralism across Organizational Studies and Practices") University of Palermo

Due to the increasing diversity and complexity of today?s society, identity conflicts represent an unpredictable challenge in workplace environments (Horton et al., 2014). Legal changes in medical regulations and advancements in medical technology have accentuated uncertainty in healthcare organisations (Karnik & Kanekar, 2016), exposing healthcare professionals to identity conflicts in the form of personal struggles and ethical dilemmas (Hurst et al., 2005). Indeed, doctors and nurses? decision-making responsibility and clinical practice influence other people?s lives, especially in End-of-Life (EoL) circumstances (Kälvemark et al., 2004).

In these ethically-charged circumstances doctors and nurses? professional identity values can interact with their other non-work identities values (Curlin et al., 2007), leading to identity conflict experience (Ashforth et al. 2008). Such identity conflicts can impact healthcare professionals? psychological outcomes (Genuis & Lipp, 2013), decision making (Hurst et al., 2005), patient care (Bedford, 2012) and quality of the healthcare system (Sulmasy, 2008). Despite these serious consequences at individual, organisational and societal levels, how such ethical identity conflicts in healthcare professionals arise, are perceived and affect their behaviour remains unclear.

Le Grys Alan, Zigan Krystin, Heliot Ying Fei (2018) Implicit Leadership and Followership Theory: the view from ?below?, Proceedings of the Ecclesiology and Ethnography Conference 2018 The Network for Ecclesiology and Ethnography
As Loveday Alexander and Mike Higton point out in their penetrating and thoughtful Faithful Improvisation1, interest in leadership in the Church has grown exponentially in recent decades. The roots of this interest can be traced back at least to the early 1960s; but, driven significantly by the rise of the Church Growth Movement in the United States, leadership had become a dominant theme in ministerial discourse in the UK by the mid-1990s.2 Leadership is now one of the key criteria used to select candidates for ordination in the Church of England (C of E),3 and the highly controversial Green Report4 adds to a growing sense that secular management theory may have penetrated and perhaps colonised the organisational mind-set of the Church nationally. The focus of this study, however, lies at the other end of the C of E structure: what evidence is there, if any, of a distinctive approach to leadership in local congregations, or are secular models simply assumed and imported into day-to-day parish activity?
Heliot YingFei, Mittelmeier Jenna, Rienties Bart (2019) Developing learning relationships in intercultural and multi-disciplinary environments: a mixed method investigation of management students? experiences, Studies in Higher Education pp. 1-15 Taylor & Francis (Routledge)
In this article, we suggest that competencies in working in intercultural and multidisciplinary environments are part of expected key skills in contemporary organisations. Higher educational institutions across the globe are pressured to contribute to the development of such key skills. Using social identity theory, through social network analysis of 113 postgraduate management students in one UK business school and follow-up focus group interviews (N = 16), we have identified three types of learners: Co-National Learners, Bridge-Building Learners, and Cross-National Learners. We argue that developing learning relationships in intercultural and multidisciplinary environments needs to go beyond a cultural-only approach, and the understanding of identity has an important place.
Héliot YingFei, Gleibs I.H., Coyle A., Rousseau D., Rojon C. (2019) Religious identity in the workplace: A systematic review, research agenda, and practical implications, Human Resource Management Wiley
We conducted a systematic review of relevant literature to address how religious and occupational identities relate to each other in the workplace. We identified 53 relevant publications for analysis and synthesis. Studies addressed value differences associated with religion and occupation, identity tensions, unmet expectations, and the connection of religious identity to well-being and work outcomes. Key variables in the connection between religious and occupational identities included personal preferences, the fit between religious identity and job-related concerns, and the organization?s policies, practices and expectations. We highlight the personal and organizational consequences of being able to express religious identity at work and the conditions that promote high congruence between religious identity and its expression in the workplace. From these findings, we develop a research agenda and offer recommendations for management practice that focus on support for expression of religious identity at work while maintaining a broader climate of inclusion.