Raymond P. Perry, Judith G. Chipperfield, Steve Hladkyj, Reinhard Pekrun and Jeremy M. Hamm
This chapter presents empirical evidence on the effects of attributional retraining (AR), a motivation-enhancing treatment that can offset maladaptive explanatory mind-sets…
Abstract
Purpose
This chapter presents empirical evidence on the effects of attributional retraining (AR), a motivation-enhancing treatment that can offset maladaptive explanatory mind-sets arising from adverse learning experiences. The evidence shows that AR is effective for assisting college students to adapt to competitive and challenging achievement settings.
Design/methodology/approach
This chapter describes the characteristics of AR protocols and details three primary advances in studying AR efficacy in terms of achievement performance, psychosocial outcomes, and processes that mediate AR-performance linkages. The psychological mechanisms that underpin AR effects on motivation and performance are outlined from the perspective of Weiner’s (1974, 1986, 2012) attribution theory.
Findings
Laboratory and field studies show that AR treatments are potent interventions that have short-term and long-lasting psychosocial, motivation, and performance benefits in achievement settings. Students who participate in AR programs are better off than their no-AR counterparts not just in their cognitive and affective prospects, but they also outperform their no-AR peers in class tests, course grades, and grade-point-averages, and are more persistent in terms of course credits and graduation rates.
Originality/value
This paper contributes to the emerging literature on treatment interventions in achievement settings by documenting key advances in the development of AR protocols and by identifying the next steps critical to moving the literature forward. Further progress in understanding AR efficacy will rest on examining the analysis of complex attributional thinking, the mediation of AR treatment effects, and the boundary conditions that moderate AR treatment efficacy.
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Children experience trauma more often than many early childhood educators realize. As many as 26% of children experience multiple trauma events such as abuse, neglect, parental…
Abstract
Children experience trauma more often than many early childhood educators realize. As many as 26% of children experience multiple trauma events such as abuse, neglect, parental substance abuse, parental incarceration, and so forth. Trauma impacts brain development in many negative ways that may have serious consequences on the child’s ability to learn, grow socially and emotionally, and develop physically. These brain changes also change how the child will play in the early childhood classroom, and information is given to help recognize the signs of trauma in children. The early childhood educator can make trauma-sensitive modifications in the classroom to assist the traumatized child’s ability to play out the problem. School counselors can be a resource for assisting early childhood teachers when working with traumatized children. A brief description of the importance of play therapy as a developmentally appropriate method to help traumatized young children is provided.
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C. Perry and P. Wildman
It is argued that most Australian training courses for unemployedpeople starting their own small business emphasise business development.An innovative course in the State of…
Abstract
It is argued that most Australian training courses for unemployed people starting their own small business emphasise business development. An innovative course in the State of Queensland blends personal and business development together, using experiential techniques. Feedback during the course and several months afterwards suggest the course successfully achieves its objectives.
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Martine Stead, Ross Gordon, Kathryn Angus and Laura McDermott
The purpose of this paper is to review the effectiveness of social marketing interventions in influencing individual behaviour and bringing about environmental and policy‐level…
Abstract
Purpose
The purpose of this paper is to review the effectiveness of social marketing interventions in influencing individual behaviour and bringing about environmental and policy‐level changes in relation to alcohol, tobacco, illicit drugs and physical activity. Social marketing is the use of marketing concepts in programmes designed to influence the voluntary behaviour of target audiences in order to improve health and society.
Design/methodology/approach
The paper is a review of systematic reviews and primary studies using pre‐specified search and inclusion criteria. Social marketing interventions were defined as those which adopted specified social marketing principles in their development and implementation.
Findings
The paper finds that a total of 54 interventions met the inclusion criteria. There was evidence that interventions adopting social marketing principles could be effective across a range of behaviours, with a range of target groups, in different settings, and can influence policy and professional practice as well as individuals.
Research limitations/implications
As this was a systematic paper, the quality of included studies was reasonable and many were RCTs. However, many of the multi‐component studies reported overall results only and research designs did not allow for the efficacy of different components to be compared. When reviewing social marketing effectiveness it is important not to rely solely on the “label” as social marketing is often misrepresented; there is a need for social marketers to clearly define their approach.
Practical implications
The paper shows that social marketing can form an effective framework for behaviour change interventions and can provide a useful “toolkit” for organisations that are trying to change health behaviours.
Originality/value
The research described in this paper represents one of the few systematic examinations of social marketing effectiveness and is based on a clear definition of “social marketing”. It highlights both social marketing's potential to achieve change in different behavioural contexts and its ability to work at individual, environmental and wider policy levels.
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Daniela Isari, Rita Bissola and Barbara Imperatori
Despite much rhetoric about the need to be strategic, HR professionals have often had difficulty in establishing themselves as credible contributors to organizational…
Abstract
Despite much rhetoric about the need to be strategic, HR professionals have often had difficulty in establishing themselves as credible contributors to organizational performances, facing a legitimacy issue in their relationship with line managers. Adopting a social cognitive theory framework, the present study explores the HR professionals’ perceptions and expectations of the changing roles that HR professionals and line managers could play in a near future scenario where a set of smart technologies will be applied to HRM.
The research design is based on a two-wave survey: it involves 53 HR professionals belonging to the HR department of the Italian branch of one of the biggest international consulting companies which is about to implement a wide digital transformation.
Preliminary findings prompt reflections into the role of digital practices in reshaping the relationship between the HR department and line managers, especially in consideration of the role of HR professionals’ technology readiness and tenure. They suggest that HR devolution is not a matter of “all or nothing,” but it requires different solutions, which also depend on the nature of the specific HR practice. From a managerial perspective, the chapter suggests the paramount importance of sustaining the digital mindset of the HR professionals and their professional image.
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The paper seeks to develop a coherent model for the application of action research to problems in the field of management.
Abstract
Purpose
The paper seeks to develop a coherent model for the application of action research to problems in the field of management.
Design/methodology/approach
An extensive review of the literature was undertaken.
Findings
No model of the process of conducting an action research programme is extant in the literature. Several scholars have commented on this anomaly. Action research has many applications and the methodological choice should be determined by the research problem. This paper provides a working model for researchers in the field of management to apply to their research problem, given that they have a reasonable understanding of the problem and can develop their research question by conducting a literature review.
Practical implications
Researchers in the field of management can rely on the academic validity of following this model.
Originality/value
The ideas of several respected researchers in the field of action research have been combined to provide a coherent approach to the conduct of an action research programme.
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A field investigation of 35 US international trade intermediariesreveals that, in response to various environmental factors, theintermediaries have made changes in the products…
Abstract
A field investigation of 35 US international trade intermediaries reveals that, in response to various environmental factors, the intermediaries have made changes in the products they handle, the markets they serve, and the services they provide. They have also moved away from a pure export‐management‐company role to that of a trading company format. Draws implications for practitioners and policy makers.
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Elizabeth P. Karam, William L. Gardner, Daniel P. Gullifor, Lori L. Tribble and Mingwei Li
Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past…
Abstract
Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past decade. Consideration of the implications of these constructs for high-performance human resource practices (HPHRP) is limited, however. In this monograph, we present a conceptual model that integrates authentic leadership/followership theory with theory and research on HPHRP. Then, we apply this model to systematically consider the implications of skill-enhancing, motivation-enhancing, and opportunity-enhancing HR practices in combination with authentic leadership for authentic followership, follower work engagement, and follower performance. We contend that authentic leadership, through various influences processes, promotes HPHRP, and vice versa, to help foster enhanced work engagement. By cultivating greater work engagement, individuals are motivated to bring their best, most authentic selves to the workplace and are more likely to achieve higher levels of both well-being and performance.
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Edward Howe and Masahiro Arimoto
Interest in narrative pedagogies is growing. However, few studies have been conducted outside Western contexts. There remains a paucity of narrative research published by Japanese…
Abstract
Interest in narrative pedagogies is growing. However, few studies have been conducted outside Western contexts. There remains a paucity of narrative research published by Japanese scholars, despite a pervasive culture of “teacher to teacher conversations,” storytelling, reflection, and action research by teachers in Japan. Thus, this research fills an important gap in the literature. It provides exemplars from preservice teacher education, higher education, and high school, as these educational milieus reflect the notion of “traveling stories” (Olson & Craig, 2009). We describe how this narrative pedagogy is interpreted from an insider’s point of view, through the voices of teacher education students, teachers, and teacher educators. In this process, students and teachers become curriculum-makers (Clandinin & Connelly, 1988; Craig & Ross, 2008), co-constructing knowledge, and reshaping teacher knowledge and identity. Narrative teacher education pedagogies resonate with Japanese teachers and play an important role in curriculum, teaching, and learning in Japan within our increasingly interconnected world. Furthermore, narrative relates favorably to many Japanese cultural practices, including kankei (interrelationships), kizuna (bonds), and kizuki (with-it-ness). These are important, integral, and tacit elements of Japanese teachers’ practices because they embody the “mind and heart” of their personal practical sense of knowing. Furthermore, these practices involve placing other people’s needs ahead of our own – an essential skill for global citizens of the 21st century.