Dr. Laura Persky is the Associate Dean of the School of Professional Studies. She has taught onsite and online and specialized in online course development. Persky earned her doctorate in executive leadership from St. John Fisher College.
Prior to her higher education experience, Laura worked in the consumer product industry in brand management and advertising where she provided strategic and tactical leadership in many aspects of the marketing process.
Laura has an MBA from the NYU Stern Business School. She earned both advanced degrees while also working at a full time job. She understands the challenges that students face and will help them find balance and earn a degree at the same time.
Areas of Expertise (8)
Online Course Development
St. John Fisher College: Ph.D., Executive Leadership 2018
NYU Stern School of Business: M.B.A., Marketing 1990
University of Colorado Boulder - Leeds School of Business: B.S., Finance 1985
Selected Media Appearances (2)
Stop annoying people with these email greetings and sign-offs
“It is helpful to know your audience and create a message that is appropriate,” says Laura Persky, associate dean of the School of Professional Studies at Manhattanville College in Purchase, N.Y. “I recommend trying to match the tone or style of the person to whom you are writing if you can.” “Emails are easily shared,” says Persky. “It is important to put in the effort to create a professional, well-written, and proofread communication as you never know who will end up seeing it.”
Tips on Working Remotely in This New World
Westchester County Business Journal online
A column by Laura Persky on working remotely appeared in the Westchester County Business Journal.
Selected Articles (2)
The Effect of High Performing Bullying Behavior on Organizational Performance: A Bullying Management DilemmaGlobal Journal of Business Research
2019 Workplace bullying is well-documented as harmful to individuals and organizations. What has not been explored as thoroughly is the management dilemma human resources and business leaders face when the bully is a high-performing worker making significant financial or operational contributions to the organization. High-performing bullies make it harder for leaders to know when and how to intervene. In this phenomenological study, the authors compare the positive and negative organizational effects of maintaining high-performance bullies in the workplace. The authors review the literature to identify the differences between demanding and bullying behaviors. Examples are provided that illustrate why high performing bullies remain in organizations, how their behavior is exposed to public view, and the resulting consequences and outcomes. The mitigating role of social media in resolving bullying in organizations is revealed to be definitive. In conclusion the authors suggest managing high-performance bullies through a combination of education, organizational structure, job design coupled and a pro-active data gathering process through social media and internal outreach.
The Perceived Effects of Organizational Culture on Workplace Bullying in Higher EducationEducation Doctoral
2018 Current research indicates that workplace bullying exists among a variety of industries in the United States. Further, the reported frequency of workplace bullying appears to be above average in some industries including higher education. Workplace bullying can cause long term harmful effects for the bullied target. Additionally, workplace bullying can create a negative work environment leading to decreased productivity and employee turnover. The purpose of this study was to learn from higher education faculty, administrators, and human resource personnel about their experiences with workplace bullying. This study examined the problem of workplace bullying through different roles and perspectives to better understand how and why it occurs. This study used organizational culture theory as a guide to investigate the role of the institutional processes in interpersonal behavior. This study employed qualitative phenomenological methodology using interviews to gather data. It found that workplace bullying was experienced as both verbal and emotional abuse. The bullying behavior was often conducted by a superior or someone who held power over the target. Due to the power imbalance, most bullied targets felt there was little recourse to combat the behavior. All participants suggested that training on workplace bullying behavior, creating policy with consequences and ultimately legislation against the behavior would help mitigate the problem.