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Empirical Scrutiny (empirical + scrutiny)
Selected AbstractsRelationships among developmental competency measures and objective work outcomes in a New Zealand retail contextHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2010Duncan J. R. Jackson Competencies represent an important and popular topic in human resource development. Despite this popularity, a divide exists between practitioner approaches to developmental competency measures and the empirical scrutiny of such approaches. However, the scarce empirical studies on competency measures have begun to bridge this gap. In the present study, behavioral competency ratings and objective outcome measures were collected from 118 entry-level employees in a retail organization in New Zealand. A correlational design was applied to data in this study and, with the use of canonical correlation analyses, meaningful relationships were observed among competency measures and objective work outcomes. Such relationships are presented as being practically useful when making decisions about weighting certain competencies over others for developmental purposes. [source] Is the Legalization of Physician-Assisted Suicide Compatible with Good End-of-Life Care?JOURNAL OF APPLIED PHILOSOPHY, Issue 1 2009MICHAEL B. GILL abstract Many have held that there is some kind of incompatibility between a commitment to good end-of-life care and the legalization of physician-assisted suicide. This opposition to physician-assisted suicide encompasses a cluster of different claims. In this essay I try to clarify some of the most important of these claims and show that they do not stand up well to conceptual and empirical scrutiny. [source] Positive and negative changes following occupational death exposureJOURNAL OF TRAUMATIC STRESS, Issue 6 2005P. Alex Linley Professionals who work in situations that expose them to death have long been of interest to traumatic stress research. However, the positive changes that these professionals may also experience have not been the subject of empirical scrutiny. This study examined occupational death exposure, death attitudes, subjective appraisals, intrusions, avoidance, social support, and positive and negative affect, and their associations with positive and negative psychological changes in funeral directors. Multivariate hierarchical regression analyses revealed that positive changes were significantly and independently predicted by an approach acceptance death attitude and social support; negative changes were significantly and independently predicted by fear of death, intrusions and avoidance, and occupational death exposure. The discussion focuses on how these findings extend the literature dealing with occupational death exposure, together with a consideration of limitations of the study that inform directions for future research. [source] Knowledge exploitation, knowledge exploration, and competency trapKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 3 2006Weiping LiuArticle first published online: 11 AUG 200 It is no surprise that knowledge exploitation and knowledge exploration have become the consistent theme in organizational learning literature. Strategy and organization theorists have similarly observed the dynamic capabilities anchored in a firm's ability to simultaneously exploit current technologies and resources to secure efficiency benefits, and creating variation through exploratory innovation. While some studies argue that excessive exploration or excessive exploitation can lead to a competency trap, the ,competency trap' component actually has received less empirical scrutiny. This paper provides a study about how competency traps are formed in the process of knowledge exploration and exploitation as well as their effects on business performance. The paper includes three main sections: First, the theoretical interpretation of the ,competency trap' construct is broadened by investigating the formation of competency traps based on organizational learning theory; second, factors leading to the formation of different competency traps are identified; and third, the relationship between an organization's competency trap and business performance is investigated. The article ends with a discussion of implications for the organizational learning literature. Copyright © 2006 John Wiley & Sons, Ltd. [source] Why Are You Learning a Second Language?LANGUAGE LEARNING, Issue S1 2003Motivational Orientations, Self-Determination Theory The data for this study were collected in my first year of graduate school for a term paper for a course I was taking from Luc Pelletier. When I began graduate school, Luc also started at the University of Ottawa as a new faculty member, and he taught a course in motivation. I had worked with Richard Clément for a couple of years already as an honors student and as a research assistant and had conducted research on orientations and motivation under his supervision as part of my honors thesis project. Luc was very interested in self-determination theory (SDT) and had worked with Bob Vallerand on an instrument to assess academic motivation from this perspective. Luc and I decided to carry out a study on language learning orientations using SDT and enlisted Richard's and Bob's involvement in the project. As a bilingual institution where all students were required to demonstrate competence in their second language (L2), whether French or English, the University of Ottawa was an ideal setting for this type of research. The project was a first examination of SDT in the language learning context, and to the best of my knowledge it was the only, or at least one of the very few, empirical investigations of intrinsic and extrinsic motivation in the area. It involved the development of a valid and reliable instrument to assess the different subtypes of intrinsic and extrinsic motivation. It also explored the link between these motivational subtypes and various orientations to language learning that had been identified by Clément and Kruidenier (1983), including the travel, friendship, knowledge, and instrumental orientations. The results showed that the instrumental orientation and the SDT external regulation orientation were strongly correlated, and that the travel, friendship, and knowledge orientations were quite highly intercorrelated with identified regulation and intrinsic motivation. Moreover, the instrumental and external regulation orientation scales correlated in similar ways with the hypothesized antecedents of perceived autonomy and competence and the hypothesized consequences of intention to pursue L2 study and anxiety. In addition, the travel, friendship, and knowledge orientations were correlated with the hypothesized antecedents and consequences in a manner similar to intrinsic motivation and identified regulation. These results suggested that Clément and Kruidenier's 4 orientations may be tapping a similar construct as the SDT orientations. My only regret with this study is that I did not include a scale to measure the integrative orientation (Gardner, 1985) to determine its relation with the SDT subtypes. This issue would have to wait until a later study to be addressed. The results of this initial investigation encouraged me to pursue research integrating SDT with other theoretical frameworks of language learning motivation. I believe that the SDT framework has several advantages over some other formulations of learner orientations. SDT offers a parsimonious, internally consistent framework for systematically describing many different orientations in a comprehensive manner. It also offers considerable explanatory power for understanding why certain orientations are better predictors of relevant language learning variables (e.g., effort, persistence, attitudes) than others. Also, by invoking the psychological mechanisms of perceived autonomy, competence, and relatedness, it can account for why certain orientations are evident in some learners and not in others. Moreover, the framework is empirically testable and indeed has stood up well under empirical scrutiny in our studies. Its clear predictions may also be particularly valuable in applying the theory in language teaching and program development. [The present article first appeared in Language Learning, 50 (1), 2000, 57,85] [source] Beyond Point and Level Systems: Moving Toward Child-Centered ProgrammingAMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 1 2009FAAN, Wanda K. Mohr PhD Many residential treatment facilities and child inpatient units in the United States have been structured by way of motivational programming such as the point and/or level systems. On the surface, they appear to be a straightforward contingency management tool that is based on social learning theory and operant principles. In this article, the authors argue that the assumptions upon which point and level systems are based do not hold up to close empirical scrutiny or theoretical validity, and that point and level system programming is actually counterproductive with some children, and at times can precipitate dangerous clinical situations, such as seclusion and restraint. In this article, the authors critique point and level system programming and assert that continuing such programming is antithetical to individualized, culturally, and developmentally appropriate treatment, and the authors explore the resistance and barriers to changing traditional ways of "doing things." Finally, the authors describe a different approach to providing treatment that is based on a collaborative problem-solving approach and upon which other successful models of treatment have been based. [source] THE IMPACT OF PUBLIC MANAGEMENT REFORMS ON STUDENT PERFORMANCE IN DANISH SCHOOLSPUBLIC ADMINISTRATION, Issue 2 2008SIMON CALMAR ANDERSEN Many resources have been invested in reforming the public sectors of most countries in the world during the last 20 years. Greater focus on evaluation and performance is one of the most central aspects of these reforms, but despite much academic research virtually no systematic evaluations of the outcome of the reforms themselves are found. This paper presents a study of the effect of performance management reforms of Danish public schools on the achievements of more than 80,000 lower secondary students. The study finds no or very small effects on performance measured as average exam scores, but highly significant effects on inequity in the sense that students with low socioeconomic status perform worse at reforming schools than at similar non-reforming schools. These results, as well as the methodological challenges involved in estimating reform impact, emphasize the need for more empirical scrutiny of what effects the reforms have. [source] The Market Impact of Trends and Sequences in Performance: New EvidenceTHE JOURNAL OF FINANCE, Issue 5 2005GREGORY R. DURHAM ABSTRACT Bloomfield and Hales (2002) find strong evidence that experimental market subjects are influenced by trends and patterns in a manner supportive of the shifting regimes model of Barberis, Shleifer, and Vishny (1998). We subject the model to further empirical scrutiny using the football wagering market as our price laboratory. Sports betting markets have several advantages over traditional capital markets as an empirical setting, and commonalities with traditional markets allow for useful insights. We find scant evidence that investors behave in accordance with the model. [source] | |||||||||||||