scholarly journals Redefining performance of direct sales people

2003 ◽  
Vol 34 (3) ◽  
pp. 29-40
Author(s):  
P. Msweli-Mbanga ◽  
Chen T. Lin
Keyword(s):  
Performance Measure ◽  
Role Performance ◽  
Five Dimensions ◽  
Direct Sales ◽  
Self Development ◽  
Confirmatory Factor ◽  
Helping Behaviour ◽  
Definition Of ◽  
Nomological Validity ◽  
Performance Scale

The purpose of this study is to broaden the definition of performance to include extra-role and in-role aspects in the conceptualisation of performance in direct selling. Using exploratory and confirmatory factor analysis, the authors first report the development of the extra-role performance scale. A model of extra-role performance consisting of five dimensions including individual initiative, helping behaviour, self-development, organisational loyalty and organisational compliance was identified. Nomological validity of the newly developed scale was established by relating the dimensions of extra-role performance to the in-role performance measure. The authors discuss the implications of their findings and suggest avenues for further research.

Research Burnout: A Refined Multidimensional Scale

2004 ◽  
Vol 95 (3_suppl) ◽  
pp. 1253-1263 ◽  
Author(s):  
Surendra N. Singh ◽  
Nikunj Dalal ◽  
Sanjay Mishra
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Intrinsic Motivation ◽  
Factorial Validity ◽  
High Expectations ◽  
Confirmatory Factor ◽  
Definition Of ◽  
Unidimensional Scale ◽  
Nomological Validity

In a prevailing academic climate where there are high expectations for faculty to publish and generate grants, the exploration of Research Burnout among higher education faculty has become increasingly important. Unfortunately, it is a topic that has not been well researched empirically. In 1997 Singh and Bush developed a unidimensional scale to measure Research Burnout. A closer inspection of the definition of this construct and the composition of its items suggests, however, that the construct may be multidimensional and analogous to Maslach's Psychological Burnout Scale. In this paper, we propose a refined, multidimensional Research Burnout scale and test its factorial validity using confirmatory factor analysis. The nomological validity of this refined scale is established by examining hypothesized relationships between Research Burnout and other constructs such as Intrinsic Motivation for doing research, Extrinsic Pressures to do research, and Knowledge Obsolescence.

Psychometric Definition of Rorschach Determinant Component Structure

1998 ◽  
Vol 14 (2) ◽  
pp. 116-123 ◽  
Author(s):  
Raymond M. Costello
Keyword(s):  
Lower Order ◽  
Three Dimensions ◽  
Comprehensive System ◽  
Empirical Examination ◽  
Component Structure ◽  
Exner's Comprehensive System ◽  
Factor Analytic ◽  
Confirmatory Factor ◽  
Components Analysis ◽  
Definition Of

This is an empirical examination of Experienced Stimulation (es) and Experience Actual (EA) from Exner's Comprehensive System (CS) for Rorschach's Test, spurred by Kleiger's theoretical critique. Principal components analysis, Cronbach's α, and inter-item correlational analyses were used to test whether 13 determinants used to code Rorschach responses (M, FM, m, CF+C, YF+Y, C'F+C', TF+T, VF+V, FC, FC', FV, FY, FT) are best represented as a one, two, or more-dimensional construct. The 13 determinants appear to reflect three dimensions, a “lower order” sensori-motor dimension (m + CF+C + YF+Y + C'F+C' + TF+T + VF+V) with a suggested label of Modified Experienced Stimulation (MES), a “higher order” sensori-motor dimension (FM + FV + FY + FT) with a suggested label of Modified Experience Potential (MEP), and a third sensori-motor dimension (M+FC+FC') for which the label of Modified Experience Actual (MEA) is suggested. These findings are consistent with Kleiger's arguments and could lead to a refinement of CS constructs by aggregating determinants along lines more theoretically congruous and more internally consistent. A RAMONA model with parameters specified was presented for replication attempts which use confirmatory factor analytic techniques.

Why Do Students Bully? An Analysis of Motives Behind Violence in Schools

2014 ◽  
Vol 49 (5) ◽  
pp. 567-587 ◽  
Author(s):  
Julia Fluck
Keyword(s):  
Qualitative Analysis ◽  
School Children ◽  
Peer Pressure ◽  
School Bullying ◽  
Self Control ◽  
Factor Analyses ◽  
Middle School Children ◽  
Confirmatory Factor Analyses ◽  
Five Dimensions ◽  
Confirmatory Factor

Research on school bullying and violence has always been working with taxonomies of bullying to categorize aggressive acts. Researchers distinguish between direct and indirect or between physical, verbal, and relational bullying. Cyberbullying is categorized either by type of action or by type of medium. In this article, we propose another kind of categorization: the taxonomy of reasons. A questionnaire was developed that asks for the five dimensions “instrumental,” “power,” “sadism,” “ideology,” and “revenge.” It was tested with middle-school children in Germany. While bullies claim that their reasons were mostly revenge, victims mostly insinuate sadism and power. Both groups claim that ideology and instrumental violence play a little role. Confirmatory Factor Analyses (CFA) show that at least four of the theoretically proposed dimensions make sense (except instrumentality). A qualitative analysis of open answers shows that for future questionnaires, the taxonomy should include additional dimensions, such as peer pressure and lack of self-control.

Corporate culture of a university lecturer: theoretical and methodological basis of study

2021 ◽  
pp. 9-14
Author(s):  
Larisa V. Abdalina ◽  
Natalia I. Plaksina
Keyword(s):  
Corporate Culture ◽  
Value Orientations ◽  
Methodological Basis ◽  
Cultural Foundations ◽  
Effective Components ◽  
Self Development ◽  
Cultural Conformity ◽  
Personal Approach ◽  
Definition Of ◽  
The Individual

Based on the analysis of current scientific literature on the issues of improving the corporate culture of a university lecturer, the author’s definition of the concept of “corporate culture of a university lecturer” is formulated. The methodological basis of the study is represented by the following approaches. The ideas of systematic approach were the basis for considering the phenomenon under study as an integral, orderly, complexly organized education and building the process of its improvement. A culturological approach enriched the cultural foundations of considering and understanding the essence of the corporate culture of the lecturer, the process of its improvement by relying on value constructs of interaction, the presentation of cultural forms of self-development. The ideas of personal approach formed the basis for considering the personality of the lecturer with their value orientations, individuality, and subjective position as the main criterion and result of the productive transformation of corporate culture. An activity-based approach has determined the targeted, procedural, and effective components of the activity and interaction of lecturers, the special organization of which is the most important condition for the development of the lecturer’s personality and his corporate culture. The provisions of acmeological approach presented the essence of the development of the corporate culture of the lecturer by taking into account the individual nature of development, as a movement towards maturity, through its contradictions resolved by the lecturer-subject. We note the principles of consistency, humanization, unity of objective and subjective, joint activity, cultural conformity of the development of corporate culture of a university lecturer.

Homesickness: a comparative study of defense and civilian employees and individual differences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naval Garg ◽  
B.K. Punia ◽  
Vanshikha Kakkar ◽  
Sarika Kumari
Keyword(s):  
Factor Analysis ◽  
Individual Differences ◽  
Design Methodology ◽  
Nuclear Family ◽  
Family Type ◽  
Adjustment Problems ◽  
Content Type ◽  
Five Dimensions ◽  
Confirmatory Factor ◽  
Civilian Employees

Purpose Most of the studies in the field of homesickness are confined to students; this study aims to explore the feeling of homesickness among working professionals. Also, it tends to examine individual differences in the experience of homesickness across employees of different gender, ages, experience, family type, etc. The study also aspires to compare homesickness among military and civil employees. Design/methodology/approach The study explores five dimensions of homesickness, namely, missing family, missing friend, rumination about home, feeling lonely and adjustment problems. The collected data is subjected to reliability, validity and confirmatory factor analysis. Further, t-test and analysis of variance are used to explore homesickness differences across soldiers and corporate employees. Findings The study reveals that homesickness is significantly higher for employees in the male, unmarried, nuclear family, above the age of 45 years, and below the graduation category. Also, defense people experience more homesickness than civilian employees. Originality/value This study is one of the pioneer studies that compare homesickness among defense and civilian employees. Also, variables such as type of family, the experience of employees and marital status have hardly been explored in the literature of homesickness.

scholarly journals The model of development of a professional competence of future teachers on the basis of a personality-centered approach

2021 ◽  
Vol 113 ◽  
pp. 00012
Author(s):  
L.I. Abbasova
Keyword(s):  
Professional Competence ◽  
The Self ◽  
Future Teacher ◽  
Practical Training ◽  
Future Teachers ◽  
Interactive Technologies ◽  
Self Development ◽  
Self Actualization ◽  
Inner World ◽  
Definition Of

The article describes specific features of the development of professional competence of future teachers. The development of the professional competence of future teachers on the basis of the personality-centered approach is aimed at changing personal readiness for the process of implementing their future professional and pedagogical activities. Different views of scientists on the definition of “professional competence” are considered. The model of developing personal and professional competence of future teachers is presented, which consists of four components: target; content-organizational; diagnostic and reflexive-prognostic component. The main forms of work with students within the framework of the presented model are interactive technologies for conducting classes, consisting of four components: target; content-organizational; by means of facilitating the processes of self-actualization and self-development, etc. An important role is given to individual work with students, pedagogical support in building individual routes for each future teacher. Independent activity presupposes work on one's own personality, with one’s own inner world for the purpose of self-improvement and use of the Self-Observation Diary. The knowledge and experience gained are further implemented as a result of practical training of students at the bases of specialized organizations. The results of experimental activities on the implementation of the model of development of professional competence of future teachers in practice are described.

scholarly journals The Threshold of Abstraction in Beginning Design Pedagogy

2020 ◽  
pp. 101-110
Author(s):  
Stephen Temple
Keyword(s):  
Architectural Design ◽  
Embodied Experience ◽  
Design Pedagogy ◽  
Threshold Concept ◽  
Design Choice ◽  
Self Development ◽  
Gradual Introduction ◽  
Design Students ◽  
Definition Of ◽  
Individual Design

By immediately being asked to work abstractly, beginning design students are investigating architecture through a pedagogy taken-for-granted by its instructors. To abstract something is to draw it out of the concrete, and unless a student is looking for this displacement, they will become disconcerted, struggle, and become lost to the design process. Abstract operations of design, when presented out of step with student self-development, can mislead and distort experience. This essay defines a student’s encounter with abstraction as a threshold concept within the transformative journey of design student self-development. Writings about abstraction in artistic production by Sigfried Gidieon and Rudolph Arnheim define abstraction and provide a basis for critique of abstraction as a threshold concept in beginning design pedagogy. Challenges caused by abstraction for both pedagogy and beginning design students are investigated. Arnhem’s definition of abstraction as relations between part and whole implies a pedagogical approach for learning design that positions encounters with abstraction as a transformative threshold, suggesting that a gradual introduction of abstraction can build connections through embodied experience rather than disassociations. A series of architectural design exercises will be demonstrated that are structured, as result of this study, to gradually introduce abstract operations in design through a progressively transforming sequence over the first six weeks of beginning design studio. Delivered as analogous to architecture, each successive exercise initiates an abstract design operation as an individual design choice, enabling students to learn to see part in terms of whole, toward a working, conceptual understanding of abstraction in design.

Capital Juror Role Performance Scale

1992 ◽  
Author(s):  
R. C. Dillehay ◽  
M. R. Sandys
Keyword(s):  
Role Performance ◽  
Performance Scale

Work Role Performance Scale--Korean Version

2016 ◽  
Author(s):  
Minyoung Cheong ◽  
Seth M. Spain ◽  
Francis J. Yammarino ◽  
Seokhwa Yun
Keyword(s):  
Work Role ◽  
Role Performance ◽  
Korean Version ◽  
Performance Scale

Problems of distance education in the context of philosophy of personal education

2021 ◽  
pp. 7-10
Author(s):  
I.E. Ditkovskaya ◽  
Keyword(s):  
Distance Education ◽  
Programming Languages ◽  
Rapid Development ◽  
Independent Learning ◽  
Self Development ◽  
Definition Of ◽  
The Individual ◽  
Independent Work ◽  
Personal Education

Analyzed is experience of distance education in the context of the coronavirus pandemic. In the context of education quality problems, attention is drawn to the inability of most students to organize their independent work and low motivation for independent mastering of the specialty. Meanwhile, under conditions of rapid development of technologies, rapidly changing economic conditions, flexible and timely planning in the context of overcoming the production crisis, specialists, who possess modern technologies in a narrow field, programming languages and the skills of working on specific equipment, are required. But, at the same time, employers are interested in well-educated and big-minded professionals, for example, crisis managers. Graduates should have broad knowledge that allows them to quickly adapt to new requirements, independently choose and master new professions in the future, receiving necessary education, navigate growing flows of information, strive for self-education and self-development, which should be based on the motivation of independent learning. The article focuses on the role of humanitarian knowledge, mastery of which is the basis for self-education and self-development. The definition of the concept of “philosophy of personal education” as a system of thinking in which the principles of philosophy of education are projected onto a personal assessment of one’s own physical, intellectual, spiritual, moral and ethical potential as a foundation for self-education and self-development is given. On the basis of philosophy of personal education, abilities, intellectual and creative potential of the individual are realized and a clear motivation for the need to master a particular specialty and self-improvement in this area is determined.

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