scholarly journals Building Positive Organizations: A Typology of Positive Psychology Interventions

2021 ◽  
Vol 12 ◽  
Author(s):  
Marianne van Woerkom
Keyword(s):  
Positive Psychology ◽  
Positive Impact ◽  
Organizational Level ◽  
Work Outcomes ◽  
Structural Interventions ◽  
Positive Psychology Interventions ◽  
Optimal Functioning ◽  
Different Types ◽  
The Individual

Research indicates that Positive Psychology Interventions (PPIs) in the work context have a small positive impact on improving desirable work outcomes, and a small to moderate effect on reducing undesirable work outcomes, suggesting that the effects of PPIs are not trivial, but also not large. Whereas this may be related to the difficulty of changing oneself or one’s happiness levels, the relatively small effects of PPIs may also be due to the predominant use of one-off interventions instead of more structural interventions that reflect policy level commitment. Furthermore, since most PPIs tend to focus on the individual, one could question the long-term effectiveness of such interventions, especially when the work environment remains unchanged. In this manuscript, I introduce a typology of PPIs in organizations by distinguishing between the organizational level they target (the individual or group level), and between one-off and structural interventions. I argue that different types of interventions can strengthen each other, and that to make a sustainable contribution to the optimal functioning of workers, PPIs need to comprise a wide variety of one-off and structural interventions targeting both individuals and groups in organizations. Furthermore, I make suggestions for improving the long-term effectiveness of PPIs by drawing on the literature on transfer of training, nudging, and positive design.

The Policy Capacity of Bureaucracy

2021 ◽  
Author(s):  
Sharma Shubham ◽  
Lei Shi ◽  
Xun Wu
Keyword(s):  
21St Century ◽  
Policy Decision ◽  
Active Role ◽  
Organizational Level ◽  
Everyday Functioning ◽  
Global Issues ◽  
Policy Problem ◽  
Policy Capacity ◽  
The Individual

Bureaucracy is one of the oldest institutions of a government system. Its role and importance have grown immensely in modern government systems. Bureaucrats or public administrators are indispensable in the policy decision making process in the 21st century. From the early conception as a branch of government responsible for the implementation of policy decisions and everyday functioning, bureaucracy has assumed a more active role in the policymaking process. It has gone through many reforms; however, these reforms have been largely incremental and static. While the external environment or the problems faced by bureaucracy is continuously evolving, the change in bureaucracy has not been in the same proportion. In the 21st century, many issues confronting bureaucracy are not only wicked but also global in nature. Moreover, challenges posed by technological disruptions and long-term processes such as climate change put bureaucracy at all levels of a government in a far trickier position than their earlier envisaged basic functions. In dealing with such challenges, the policy capacity of bureaucracy cannot be taken for granted. There are often significant gaps in capacity to anticipate a policy problem, to ensure coordination and preserve legitimacy, to translate global issues at local levels, and to learn from the past. It is crucial to strengthen analytical capacity at the individual and organizational level, operational capacity at the organizational level, and political capacity at the systems level to address these gaps. Tackling capacity gaps systematically would enable bureaucracy to design and implement policy and administrative reforms with a long-term vision of adaptation and evolution instead of merely in reactive mode. The policy capacity framework presented in this article is useful in identifying the capacity gaps that inhibit bureaucracy from evolving and the remedies to address these gaps.

Exploring the relationships between the learning organization and organizational performance

2015 ◽  
Vol 38 (2) ◽  
pp. 126-148 ◽  
Author(s):  
Mohan P. Pokharel ◽  
Sang Ok Choi
Keyword(s):  
Public Sector ◽  
Organizational Performance ◽  
Learning Organization ◽  
Positive Impact ◽  
Mediating Effect ◽  
Organizational Level ◽  
Individual Group ◽  
Content Type ◽  
Public Sector Organizations ◽  
The Individual

Purpose The purpose of this research is to evaluate the Dimensions Of Learning Organization Questionnaire (DLOQ) framework from the perspective of public sector organizations. We have used performance indicator data after organizational learning inspired intervention in a semi-autonomous network of public sector organizations. Design/methodology/approach This study used original administrative data to track the learning progress, as measured by a ratio of access to funding sources. The study also collected survey data using tailored DLOQ instruments and then determined the efficacy of DLOQ framework for public sector organizations. Several data analysis techniques were used to specify a final set for the learning organization instrument with construct validity and instrument reliability. Confirmatory factor analysis was selected to test the construct validity for the measurement of the dimensions of the learning organization and to verify the adequacy of the item to factor associations and the number of dimensions underlying the construct. Findings We found evidence that confirms that the organizational level (particularly the system connection) has a positive impact on organizational performance and a mediating effect on the relationships between the individual/group levels of learning organization characteristics and organizational performance. This study extends the Watkins and Marsick’s (1993, 1996) learning–organization framework that helped to produce case-specific outcomes such as the extent of error reduction. This framework provides a useful structure for other researchers to study learning dimensions and their relationships with other organizational performance variables. The results also show evidence of internal consistency and the construct reliability of the dimensions of the learning organization. Research limitations/implications Care should be taken in generalizing the structural equation model identified in this study. Because of the multidimensional and complex nature of the learning organization, the research setting for this study might be only one of the possible settings that specify the relationships among different levels of the learning organization and performance outcomes. There are rather complicated interactions among these dimensions and in each attribute of a learning organization. Originality/value This study theoretically confirms that the organizational level (particularly the system connection) has a positive impact on organizational performance and a mediating effect on the relationships between the individual/group levels of learning organization characteristics and organizational performance. This study also methodologically shows evidence of internal consistency and the construct reliability of the learning organization measures along with significant efficiency gain in theory.

Empirical Studies of Design Ideation: Alignment of Design Experiments With Lab Experiments

2003 ◽  
Author(s):  
Jami J. Shah ◽  
Steven M. Smith ◽  
Noe Vargas-Hernandez ◽  
David R. Gerkens ◽  
Muqi Wulan
Keyword(s):  
Cognitive Science ◽  
Design Research ◽  
Positive Impact ◽  
Empirical Studies ◽  
Idea Generation ◽  
Lab Experiments ◽  
The Individual ◽  
Design Experiments ◽  
Design Ideation

Although various Idea Generation (IG) methods exist for conceptual design, the ideation process is still hardly understood. There is a need for a Design Ideation Model that explains the variables and processes occurring during IG. Cognitive Science provides models and theories, but these are usually derived from simple tasks or problems. On the other hand, Design Research simulates real world design better, but experimentation at the design level is time consuming and is difficult to isolate due to interactions of the variables involved. This paper introduces an approach for the alignment of experiments at the design level with lab experiments in cognitive psychology. Two key concepts that make this alignment possible are: ideation components (mechanisms believed to promote IG) recognized in Design Research and Cognitive Science, and uniform measures. The long-term objective of this research is the creation of a Design Ideation Model; this will require the testing and modeling of several of these ideation components. This paper presents results from Design and Lab Experiments for a selected component: incubation. Results are discussed and their significance explained in the context of the Design Ideation Model. This study found that, based on the correlation at both the Lab and Design Experiments, incubation had a positive impact on Design Ideation. Further, the alignment approach followed proved to be appropriate for the individual modeling of ideation components.

Positive Impact of Physical Exercise on Brain Activity

2021 ◽  
pp. 1-6
Author(s):  
Yunkyeong Nam
Keyword(s):  
Physical Exercise ◽  
Aerobic Exercise ◽  
Positive Impact ◽  
Brain Activity ◽  
Daily Routine ◽  
Long Term Effects ◽  
Short Term ◽  
Before And After ◽  
The Individual

A case study was conducted in order to track the human brain adapts to changing demands by physical exercise. Reaction time and amplitude discrimination capacity of the individual were measured with the Brain Gauge to monitor brain activity before and after aerobic exercise. The objective of the study was to determine if there were short-term and/or long-term effects of aerobic exercise.  The data suggests that there are short-term effects and some improvements in performance on the tasks when comparing metrics obtained after exercise to before exercise.  For this individual, aerobic exercise was a regular part of daily routine, there was no long-term effect detected over the relatively short duration of the study.

scholarly journals Regulating Preperformance Psychobiosocial States with Music

2017 ◽  
Vol 31 (3) ◽  
pp. 227-236 ◽  
Author(s):  
Thierry R.F. Middleton ◽  
Montse C. Ruiz ◽  
Claudio Robazza
Keyword(s):  
Positive Impact ◽  
Preliminary Evidence ◽  
Optimal Performance ◽  
Perceived Effectiveness ◽  
Music Intervention ◽  
Optimal Functioning ◽  
The Individual ◽  
Competitive Swimmers

The purpose of the study was to investigate the effects of music on swimmers’ preperformance psychobiosocial states. A purposeful sample of competitive swimmers (N = 17) participated in a 5-week intervention grounded in the individual zones of optimal functioning (IZOF) model. Findings showed that (a) preperformance psychobiosocial states differentiated between best and worst performances, (b) swimmers improved their ability to regulate preperformance states through the use of music, and (c) the use of music had a positive impact on swimmers’ perceived effectiveness of preperformance routines. Furthermore, swimmers’ qualitative reports indicated that music use was made more purposeful due to the introduction of a music intervention. The current study provides preliminary evidence in support of the use of music during preperformance routines as an effective tool to regulate athletes’ preperformance states. Athletes are encouraged to engage in the process of carefully selecting music in accordance with individualized profiles related to optimal performance states.

scholarly journals Evaluation of different types of rooting stimulators

2012 ◽  
Vol 60 (8) ◽  
pp. 217-228 ◽  
Author(s):  
Petr Salaš ◽  
H. Sasková ◽  
J. Mokričková ◽  
T. Litschmann
Keyword(s):  
Root System ◽  
Woody Species ◽  
Product Line ◽  
Individual Species ◽  
Active Components ◽  
Different Types ◽  
The Individual ◽  
Deciduous Shrub

This paper focuses on the assessment of selected stimulators, especially from Rhizopon product line, which are used for rooting and root system enhancement in various ornamental woody species. Two available methods of cuttings stimulation were selected from the available range of rooting stimulators: stimulation by long-term immersion in solutions or treatment of cuttings with powder stimulators. The experiment involved stimulators with two active components, currently the most commonly used phytohormones for this purpose – IBA and NAA – that were applied in different concentrations. The experiment took place in three propagation terms with twelve coniferous and deciduous shrub varieties. The results of the experiment show the different reactions of the individual species as well as varieties on the respective term of propagation and used form of stimulator.

scholarly journals How Long a Motivation May Last?

2019 ◽  
Vol 1 (2) ◽  
pp. 11-13
Author(s):  
Nasim Habibzadeh
Keyword(s):  
Entire Life ◽  
Intrinsic Motivations ◽  
Different Types ◽  
The Individual ◽  
External Environments

Motivation is a kind of goal which ones could have over short or long terms in life. It could include both intrinsic and extrinsic types. Intrinsic motivations are composed of long term goals which associated with the internal individual‘s motivation whereas extrinsic motivations are empowered by external environments. Correspondingly, with considering the individual endurances, the type of hardships in different types of motivations is varied. In this between, the individual devotion in relation to their goal is determinate factors. Some people devoted their entire life to their goals, so how determinate you are?

scholarly journals Η Επίδραση της Γνωστικής Ανάπτυξης στη Συνεργατική Επίλυση Προβλήματος με τη χρήση του γρίφου Sudoku σε Μαθητές Στ΄ Δημοτικού

2018 ◽  
Vol 6 (1) ◽  
pp. 35
Author(s):  
Maria Eleftheriou ◽  
Nikoletta Christodoulou
Keyword(s):  
Elementary School ◽  
Cognitive Development ◽  
Problem Solving ◽  
High Performance ◽  
Positive Impact ◽  
Sixth Grade ◽  
Proximal Development ◽  
Public Elementary School ◽  
Different Types ◽  
The Individual

Collaborative learning is a subject that has occupied many researchers throughout the world. Many researchers have maintained that when students of all school stages, from kindergarten to higher education work in teams, this leads to high performance (Johnson, Skon, & Johnson, 1980), but also has a positive impact emotionally and psychologically (Schmitz & Winskel, 2008). However, there have been studies claiming that teamwork does not actually result in any substantive improvement in students’ efficiency (Samuelsson, 2010), or that only some students gain from this method of learning (Sears & Reagin, 2013). The present study explores how cognitive development relates to problem solving in pairs or individually, in students of the sixth grade in school using the numerical puzzle Sudoku. More specifically, the study explored four different types of pairs of two, according to the level of cognitive development (high – high, high – low, average – average and low – low) and three different types of units (high, average, low), all taken from sixth graders of a public elementary school. Additionally, the research studied whether solving Sudoku was more effective in pairs rather than individually. The sample of this research included thirteen sixth grade classes from a public elementary school in a city in Cyprus. The city was intentionally selected to facilitate the research. Two hundred twenty students completed the tool of cognitive development Group Assessment of Logical Thinking (GALT). Then, 60 students individually solved the Sudoku puzzle, while 160 students solved the puzzle in pairs. The results of the qualitative study showed that there were differences between the four types of pairs in terms of how they collaborated. Although students showed interest or even enthusiasm in solving the Sudoku puzzle, the majority of them did not work together so as to improve their performance. The results of the quantitative study confirmed that students failed to cooperate. The performance of the Individual Problem Solving Ability was not different among the four types of pairs. The majority of high-level cognitive development pairs started to solve the puzzle competitively. However, in the process they worked together to solve the puzzle correctly. They also behaved in an intensely self-centred way. In non-homogeneous pairs, low-performing students had a passive role in the group. Additionally, it seemed that the level of cooperation was related to high performance. The research demonstrated that students had difficulty in developing combinational thinking. This was the reason they could not solve the puzzle. Pairs did not cooperate, despite the fact that they had clear guidelines to do that. This finding should be a concern for teachers and the educational system of Cyprus, in general. The role of the teacher should be supportive in helping students overcome their difficulties, considering the theory of Vygotsky (2012) on systematic facilitating, development, and the Zone of Proximal Development.

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