The Potential Use of Social Welfare Assistant Graduates from Ontario’s Community Colleges

The purpose of this project is to design an exploratory study to examine how the graduates of the two-year social welfare assistants courses from Ontario’s Community Colleges might be employed in the Children’s Aid Societies of Ontario. Such a study will be only a prelude to many other investigations but may provide some immediately useful answers and raise many questions that will form the basis for future research on this topic

Time-Related Individual Differences.

Post-modernism has brought about changing demands with respect to time in work organisations. Whilst the impact of this has been given some attention at both the organisational and individual level far less has been given to a consideration of the extent to which individual differences might moderate the impact of such changes. In order to proceed with this line of enquiry it is necessary first to be able to measure individual differences related to time. This paper, through an analysis and synthesis of existing measures of individual attitudes/approaches to time, a subsequent qualitative study, and large quantitative survey study (N=683) identifies a five factor structure for time-related individual differences (Time Personality) and reports on the development of five complementary measurement scales : Leisure Time Awareness, Punctuality, Planning, Polychronicity and Impatience. A series of reliability and validity studies indicate that the scales are psychometrically sound. The findings are discussed in the context of the role Time Personality might play in moderating the effects that differing organisational structures and changing work demands might have in organisational settings

Developing an Actuarial Risk Assessment to Inform the Decisions Made by Adult Protective Service Workers

In 2008, the New Hampshire Department of Health and Human Services Bureau of Elderly and Adult Services (BEAS) and the National Council on Crime and Delinquency (NCCD), with funding provided by the National Institute of Justice (NIJ), collaborated to construct an actuarial risk assessment to classify BEAS clients by their likelihood of elder maltreatment and/or self-neglect in the future. Studies in adult and juvenile corrections and child welfare have demonstrated that active service intervention with high risk clients can reduce criminal recidivism and the recurrence of child maltreatment (Wagner, Hull, & Luttrell, 1995; Eisenberg & Markley, 1987; Baird, Heinz, & Bemus, 1981). The purpose of this research was to examine a large set of individual and referral characteristics, determine their relationship to subsequent elder self-neglect and/or maltreatment, and develop an actuarial risk assessment for BEAS workers to complete at the end of an investigation to inform their case decisions.BEAS and NCCD pursued development of an actuarial risk assessment with the goal of reducing subsequent maltreatment of elderly and vulnerable adults who have been involved in an incident of self-neglect or maltreatment by another person (i.e., abuse, exploitation, or neglect). The actuarial risk assessment described in this report provides BEAS workers with a method to more accurately identify high risk clients and therefore more effectively target service interventions in an effort to protect their most vulnerable clients

USA educator perspectives regarding the nature and value of social and emotional learning

This paper discusses the US educator perspectives regarding the nature and value of Social Emotional Learning (SEL) skills. This research is part of a larger study being conducted by 33 career development investigators from 15 countries. SEL skills are becoming increasingly critical to helping youth develop the competencies needed to become employable within the emergent 4th Industrial Revolution. Today’s youth must articulate how their competencies align to multiple career opportunities. They need relationship skills and social awareness to interact with different managers and work environments. Youth need self-management skills to advance in the workplace and engage in lifelong learning. For this study, educators were asked to provide written responses to a series of open-ended questions about their understanding of SEL, their perspective on SEL’s relevance to their own effectiveness as educators, and whether and how they perceive SEL as relevant to teaching in classroom settings. This paper will report on the results of how U.S. educators perceive the value and relevance of SEL. Using a modified grounded theory approach, responses from 40 educators were analyzed and 123 SEL themes emerged. The results will be discussed in relation to existing SEL and career readiness frameworks.First author draf

Contemplating Mindfulness at Work: An Integrative Review

Mindfulness research activity is surging within organizational science. Emerging evidence across multiple fields suggests that mindfulness is fundamentally connected to many aspects of workplace functioning, but this knowledge base has not been systematically integrated to date. This review coalesces the burgeoning body of mindfulness scholarship into a framework to guide mainstream management research investigating a broad range of constructs. The framework identifies how mindfulness influences attention, with downstream effects on functional domains of cognition, emotion, behavior, and physiology. Ultimately, these domains impact key workplace outcomes, including performance, relationships, and well-being. Consideration of the evidence on mindfulness at work stimulates important questions and challenges key assumptions within management science, generating an agenda for future research

Developing management skills through experiential learning: the effectiveness of outdoor training and mindfulness

The primary goal of this study is to develop a tool to measure the personal and interpersonal skills of individuals who participate in experiential learning based on outdoor training and mindfulness sessions. This paper presents the results of an application of this method to a sample of 97 participants (49 employees and 48 master’s and undergraduate students). Using competency questionnaires, participants were evaluated by managers and tutors. Participants were assessed individually. The following competencies were analysed: teamwork, communication, leadership, motivation, stress tolerance, organisation and planning, responsibility, and analysis, resolution and anticipation of problems. The results show that students and employees require further development in terms of their leadership, teamwork, responsibility and stress tolerance. Teamwork should be promoted. Individuals should be encouraged to delegate and accept opinions, ideas and criticism from other team members. It is important to identify the leader and the followers. This requires all individuals to accept their roles and responsibilities by taking charge of their actions. For the sample of workers, the manager’s evaluations were consistently less positive than the evaluations by the workers themselves