The impact of manager recognition training on performance: a quasi-experimental field study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charles A. Scherbaum ◽  
Loren J. Naidoo ◽  
Roy Saunderson
Keyword(s):  
Field Study ◽  
Control Group ◽  
Content Type ◽  
Employee Recognition ◽  
Unit Level ◽  
Experimental Field ◽  
Quasi Experimental ◽  
The Impact ◽  
Unit Performance ◽  
Level Performance

PurposeEmployee recognition programs are ubiquitous, and recognition is a multibillion-dollar industry. Yet, very little research has tested the utility of recognition-based interventions. The purpose of this paper was to examine the impact of managerial training for employee recognition on the occurrence of recognition and unit-level performance.Design/methodology/approachThe design was a quasi-experimental field study of branches within a financial services company. Differences between a recognition training group and a no-training control group were examined using objective unit-level performance and recognition data before and after the training intervention.FindingsResults indicated that the training program led to more recognition and improved unit performance compared to control.Research limitations/implicationsThe sample size was small, but the research demonstrates that managerial recognition training is effective.Practical implicationsThis research establishes the effectiveness of recognition training and describes its effects on important business outcomes, supporting the notion that recognition programs may be a worthwhile investment for organizations.Originality/valueThis study is one of the first to demonstrate the benefit of training managers on effective recognition practices on recognition behavior and unit performance.

Are leaders with postgraduate degrees perceived to be more transformational? A quasi-experimental field study

2019 ◽  
Vol 40 (2) ◽  
pp. 259-273 ◽  
Author(s):  
Morris Mendelson ◽  
Jasmine Alam ◽  
Chris Cunningham ◽  
Adam Totton ◽  
Carrie Smith
Keyword(s):  
Transformational Leadership ◽  
Field Study ◽  
Positive Relationship ◽  
Master's Degree ◽  
Leadership Qualities ◽  
Content Type ◽  
Experimental Field ◽  
Strong Positive Relationship ◽  
Quasi Experimental ◽  
Master’S Degree

PurposeTransformational leadership has been shown to have a positive impact on a host of employee level and organizational performance indicators. However, little research has sought to understand some of the antecedents of this style of leadership. The purpose of this paper is to examine the link between having a post-secondary education and perceptions of transformational leadership.Design/methodology/approachData were collected from two surveys issued in a mid-sized energy company located on the eastern seaboard of North America. One-way ANOVA comparing employees’ perceptions of transformational leadership exhibited by their supervisors that either did or did not have a post-graduate degree demonstrated a strong, positive relationship between the attainment of a Master’s degree and perceived levels of transformational leadership qualities.FindingsThe findings of this quasi-experimental field study demonstrated a strong, positive relationship between the attainment of a Master’s degree and perceived levels of transformational leadership qualities.Originality/valueThis study is the first of its kind to demonstrate that more educated managers are generally perceived to be more transformational in their leadership style.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

Assessing the effectiveness of vocational training programs in Pakistan: an experimental study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sumaira Chamadia ◽  
Muhammad Shujaat Mubarik
Keyword(s):  
Vocational Training ◽  
Intervention Program ◽  
Technical Education ◽  
Group Analysis ◽  
Control Group ◽  
Market Outcomes ◽  
Content Type ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

PurposeThe major objective of this study is to examine the efficacy of the technical and vocational training courses imparted to generate employment or enhance the productivity of participants.Design/methodology/approachThe study was conducted in the province of Sindh, Pakistan by adopting a quasi-experimental approach. The experiment was conducted on 105 individuals—with the age group of 20–25—distributed between the treatment group and the control group. The data collected through the experiment were analyzed by applying a paired-sample t-test, independent sample t-test and one-way between-group analysis of variance (ANOVA).FindingsThe findings of this study show statistically significant higher monthly earnings of Rs14, 223 after the training intervention program. Findings also exhibit a significant difference in monthly earnings between the control and the treatment groups.Practical implicationsThe findings of the study can provide useful input to policymakers while devising the policies regarding technical education and vocational training (TVET) and to the international donors in assessing the impact of the training initiatives.Originality/valueThis study presents experimental-driven evidence on the role of technical education and vocational training in improving the labor market outcomes.

Psychosocial treatment for incarcerated methamphetamine users: the Philippines experience

2020 ◽  
Vol 16 (4) ◽  
pp. 343-358
Author(s):  
Ma. Regina M. Hechanova ◽  
Jennel C. Reyes ◽  
Avegale C. Acosta ◽  
Antover P. Tuliao
Keyword(s):  
Experimental Design ◽  
Life Skills ◽  
The Philippines ◽  
Psychosocial Treatment ◽  
Control Group ◽  
Content Type ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Release Program ◽  
The Impact

Purpose The purpose of this study is to evaluate a psychosocial treatment program for prisoners incarcerated because of methamphetamine use. It compared the outcomes of prisoners who received the program while incarcerated, those who were released and received the treatment as part of community-based drug recovery program and a waitlist-control group (WC) with no treatment. Design/methodology/approach A quasi-experimental design was use with pre- and post-test surveys administered to three groups: a WC group, a pre-release treatment-while-incarcerated (TWI) group, and a post-release outpatient treatment group (OP). Surveys measured recovery skills, life skills and substance use disorder (SUD) symptoms were administered before and after the intervention. Findings Results revealed that at baseline OP and TWI had significant higher recovery skills compared to WC group. However, in terms of life skills, there was no significant difference observed among the WC, OP and TWI group at baseline. TWI had a significantly lower number of SUD symptoms compared to the WC group at baseline. As hypothesized, findings revealed significant changes in recovery and life skills among the OP and TWI group compared to the WC group. No significant change in SUD scores were observed for all groups. Research limitations/implications A major limitation of the study was the use of a quasi-experimental design because legal issues did not allow a randomized control trial. Future research using randomized controlled trial designs would provide more robust conclusions on the impact of the intervention. The study design was also limited to pre- and post-evaluation. Further studies are encouraged to look at longitudinal outcomes of appears on SUD symptoms and possibility of relapse. Practical implications Given that there were no significant differences in outcomes between OP and TWI groups, results suggest that the program may serve either as a pre- or post-release program for incarcerated drug users. However, results also suggest that completion is higher when the program is used as a pre-release program. Delivering the program prior to release also reduces challenges related to attrition including conflict in schedules and the lack of resources for transportation. Social implications The study suggests the value of psychosocial treatment as opposed to punitive approaches in dealing with drug use. In particular, delivering interventions prior to release can prepare participants for problems they may encounter during reintegration and prevent recidivism. In a country where drug-related killings are on the rise, the study presents an alternate and restorative justice approach. Originality/value The study addresses a dearth in the literature on psychosocial intervention for methamphetamine users. It also fills a vacuum in studies from developing countries such as the Philippines.

A test of a job demands-resources intervention

2016 ◽  
Vol 31 (3) ◽  
pp. 686-701 ◽  
Author(s):  
Jessica van Wingerden ◽  
Arnold B. Bakker ◽  
Daantje Derks
Keyword(s):  
Work Engagement ◽  
Healthcare Professionals ◽  
Job Demands ◽  
Job Crafting ◽  
Control Group ◽  
Content Type ◽  
Before And After ◽  
Quasi Experimental ◽  
And Performance ◽  
The Impact

Purpose – The purpose of this paper is to examine the impact of a job demands-resources (JD-R) intervention on psychological capital (PsyCap), job crafting, work engagement, and performance. Design/methodology/approach – This study used a quasi-experimental pre-test-post-test design with a control group. Healthcare professionals (n=67) were assigned to the JD-R intervention or a control group and filled out questionnaires before and after the intervention. To test the hypotheses, multivariate analyses of covariance were conducted. Findings – Results showed that participants’ PsyCap, job crafting, work engagement, and self-ratings of job performance significantly increased after the JD-R intervention. Research limitations/implications – Only healthcare professionals participated in the intervention study, which restricts the generalizability of the findings. Practical implications – The results illustrate that organizations can foster work engagement and improve performance by offering a JD-R intervention aimed at increasing PsyCap and job crafting at work. Organizations should acknowledge the importance of facilitating and stimulating a resourceful and challenging work environment. Originality/value – This is the first study that examined a JD-R intervention. The results contribute to JD-R theory by offering a first causal test. For the first time, a significant increase of job crafting behaviors after an intervention was found.

Anti-poverty transfers and school attendance: Panama's Red de Oportunidades

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Helena Corrales-Herrero ◽  
Martina Him Camaño ◽  
Belén Miranda-Escolar ◽  
Olga Ogando Canabal
Keyword(s):  
School Attendance ◽  
Geographical Area ◽  
Conditional Cash Transfer ◽  
Cash Transfers ◽  
Cash Transfer ◽  
Control Group ◽  
Geographical Differences ◽  
Content Type ◽  
Quasi Experimental ◽  
The Impact

PurposeThe purpose of this paper seeks to gauge the impact of the Red de Oportunidades programme on the school attendance of children from households that participate in the programme.Design/methodology/approachIn order to measure the impact of the programme, the authors apply propensity score matching, a quasi-experimental technique that allows us to find an appropriate control group to compare with the treatment group.FindingsResults show that the programme does not always manage to bring into line school attendance of children from families involved in the programme with that of children from families who are not. Nevertheless, differences are still evident in terms of age, gender and geographical area.Practical implicationsConditional cash transfer programmes should be designed carefully, taking into account a great variety of factors such as geographical characteristics, educational resources and infrastructure, not only to replicate programmes that have proved to be effective in other countries. In this sense, it seems that the impact of cash transfers on primary school attendance can be wholly attributed to the programme, implying that it is better to allocate more resources to groups in terms of age and gender where education is still not universal.Originality/valueTo the best of the authors' knowledge, this is the first time the impact of conditional cash transfers on school attendance has been examined in a country that still displays major geographical differences in terms of poverty, namely, Panama. The Red de Oportunidades programme has barely been studied.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

scholarly journals Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

2021 ◽  
pp. 014303432110250
Author(s):  
Celeste Simões ◽  
Anabela C. Santos ◽  
Paula Lebre ◽  
João R. Daniel ◽  
Cátia Branquinho ◽  
...  
Keyword(s):  
Mental Health ◽  
Intervention Group ◽  
Well Being ◽  
Primary School Children ◽  
Control Group ◽  
Physical And Mental Health ◽  
Quasi Experimental ◽  
Mental Health Difficulties ◽  
Prosocial Behaviours ◽  
The Impact

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

Evaluating the effectiveness of interventions to reducing screen time in children: meta-analysis of randomized controlled trials

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Duygu Akçay ◽  
Nuray Barış
Keyword(s):  
Effect Size ◽  
Subgroup Analysis ◽  
Screen Time ◽  
Meta Analysis ◽  
Intervention Group ◽  
Evidence Base ◽  
Control Group ◽  
Content Type ◽  
Mean Differences ◽  
The Impact

Purpose The purpose of this paper is to evaluate the impact of interventions focused on reducing screen time in children. Design/methodology/approach Studies that aim to investigate the effects of interventions aimed at reducing the time spent in front of the screen (i.e. screen time). A Random-effects model was used to calculate the pooled standard mean differences. The outcome was to evaluate the screen time in children in the 0–18 age range. A subgroup analysis was performed to reveal the extent to which the overall effect size varied by subgroups (participant age, duration of intervention and follow). Findings For the outcome, the meta-analysis included 21 studies, and the standard difference in mean change in screen time in the intervention group compared with the control group was −0.16 (95% confidence interval [CI], −0.21 to −0.12) (p < 0.001). The effect size was found to be higher in long-term (=7 months) interventions and follow-ups (p < 0.05). Originality/value Subgroup analysis showed that a significant effect of screen time reduction was observed in studies in which the duration of intervention and follow-up was =7 months. As the evidence base grows, future researchers can contribute to these findings by conducting a more comprehensive analysis of effect modifiers and optimizing interventions to reduce screen time.

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