High Performance Group Communication Services in ATM Networks

AbstractManagers face risk in explorative decision-making and those who are better at such decisions can achieve future viability. To understand what makes a manager effective at explorative decision-making requires an analysis of the manager’s motivational characteristics. The behavioral activation/inhibition system (BAS/BIS), fitting the motivational orientation of “approach” or “avoidance,” can affect individual decision-making. However, very little is known about the neural correlates of BAS/BIS orientation and their interrelationship with the mental activity during explorative decision-making. We conducted an fMRI study on 111 potential managers to investigate how the brain responses of explorative decision-making interact with BAS/BIS. Participants were separated into high- and low-performance groups based on the median exploration-score. The low-performance group showed significantly higher BAS than that of the high-performance group, and its BAS had significant negative association with neural networks related to reward-seeking during explorative decision-making. Moreover, the BIS of the low-performance group was negatively correlated with the activation of cerebral regions responding to risk-choice during explorative decision-making. Our finding showed that BAS/BIS was associated with the brain activation during explorative decision-making only in the low-performance group. This study contributed to the understanding of the micro-foundations of strategically relevant decision-making and has an implication for management development.

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Evaluation of teachers’ information literacy based on information of behavioral data in online learning and teaching platforms: an empirical study of China

Library Hi Tech ◽

10.1108/lht-01-2021-0034 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Yating Li ◽

Chi Zhou ◽

Di Wu ◽

Min Chen

Keyword(s):

Online Learning ◽

Information Literacy ◽

High Performance ◽

Behavioral Data ◽

Online Information ◽

Process Data ◽

Content Type ◽

Information Behaviors ◽

Learning And Teaching ◽

Performance Group

PurposeAdvances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).Design/methodology/approachFirst, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.FindingsThe results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.Originality/valueThe evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.

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Guidelines for Delivering Personal-Disclosure Mutual-Sharing Team Building Interventions

The Sport Psychologist ◽

10.1123/tsp.20.3.348 ◽

2006 ◽

Vol 20 (3) ◽

pp. 348-367 ◽

Cited By ~ 21

Author(s):

Nicholas L. Holt ◽

John G.H. Dunn

Keyword(s):

High Performance ◽

Group Communication ◽

Team Building ◽

Contextual Sensitivity ◽

Communication Practices ◽

Soccer Team ◽

Building Activities ◽

Professional Guidance ◽

Personal Disclosure ◽

Women's Soccer

The overall purpose of this study was to provide professional guidance to practitioners who may wish to deliver Personal-Disclosure Mutual-Sharing (PDMS) team building activities. First we replicated and evaluated a PDMS intervention previously used by Dunn and Holt (2004). Fifteen members (M age = 25.4 yrs) of a high performance women’s soccer team provided evaluative data about the intervention they received via reflective interviews. Benefits of the PDMS activity were enhanced understanding, increased cohesion, and improved confidence. Guidelines for professionals who may wish to use this team building approach are provided in terms of (a) establishing group communication practices during the season, (b) delivering the meeting, and (c) demonstrating contextual sensitivity.

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