Improving Workplace Commitment to Change: A Test of Impact Reflection and Motivation on Perceived Commitment Constructs

Commitment to change in the constantly evolving world of work presents compelling obstacles for both employers and employees (Meyer, Allen, & Topolnytsky, 1998). The purpose of this study was to investigate the effects of impact reflection (i.e., focus on employer vs. employee) and extrinsic motivation (i.e., approach vs. avoidance motivation) on employed and working participants’ commitment to change scores and other commitment constructs, such as work-life balance and job satisfaction. In an online survey, participants were asked to consider a potential policy change that their employer might adopt (i.e., formalizing the use of social networking sites to recruit and screen potential employees, and monitor and interact with existing employees) and respond to a battery of measures (Commitment to Change Scales, Work-Life Balance Culture Scales, Job Satisfaction Scales) in response to this change. They also completed the Workplace Culture Questionnaire which measured perceptions of autonomy at work. Results showed no significant main effects of impact reflection or motivation on commitment to change, work-life balance, or job satisfaction. However, these three constructs were strongly correlated with each other, and workplace autonomy was strongly correlated with each of these commitment constructs. Other findings showed that age and educational attainment correlated with commitment to change, work-life balance, and job satisfaction. Implications of these findings and future research are discussed

The Relationship of Perceived Learning and Self-Regulated Learning of Undergraduate Students and the Curiosity Scores Generated by Packback

Institutions work to improve their retention rates. Research supports academically and socially integrated students are more likely to develop a commitment to the institution and persist to graduation. Historically these theories emphasized perceived learning and self-regulated learning as contributing factors for student retention. Curiosity is a motivational factor that improves student engagement and academic integration. Discussion boards are used with face-to-face, online, and hybrid courses. Instructors use the virtual workspace to build a collaborative community for students to engage with one another, the instructor, and the course material. Packback uses artificial intelligence (AI) to heighten student engagement on discussion board posts by providing immediate feedback to students and publishing a leader board with curiosity scores. Through the lens of Connectivism and the Community of Inquiry Model for online learning, this predictive correlational study explored the relationship of perceived learning and self-regulated learning of students enrolled in an undergraduate political science course and the curiosity score generated by Packback. The study involved a convenience sample from a land grant institution located in the southeastern United States . The Cognitive, Affective, and Psychomotor (CAP) survey measured perceived learning using a seven-point Likert scale. The Online Self-Regulated Learning Questionnaire (OSLQ) measured self-regulated learning behaviors using a five-point Likert scale. Packback’s Curiosity Score is generated through an algorithm using presentation, credibility, and effort. A multiple regression analysis demonstrated a lack of sufficient evidence to support a predictive relationship between perceived learning and self-regulated learning (predictor variables) upon curiosity scores (criterion variable) generated by Packback

Social Data Visualization System for Understanding Diffusion Patterns on Twitter: A Case Study on Korean Enterprises

Online social media have been playing an important role of creating and diffusing information to many users. It means the users can get cognitive influence to the other users. Thus, it is important to understand how the information can be diffused by interactions among users through online social media. In this paper, we design a social media monitoring system (called "TweetPulse'') which can analyze and show meaningful diffusion patterns (DP) among the users. Particularly, TweetPulse focuses on visualizing information diffusion in Twitter, given a certain time duration. Also, this work has investigated the relationships 1) between DP and event detecting, 2) between DP and emotional words, and 3) between DP and the number of followers of the users. Thereby, to understand the continuous patterns of the information diffusion, we propose two different types of analytic methods, which are 1) macroscopic approach and 2) microscopic approach. For evaluating the proposed method, we have collected and preprocessed the dataset during about 4 months (14 March 2012 to 12 July 2012). As a conclusion, TweetPulse has helped users to easily understand DP from a large scale dataset streaming through Twitter

The Development of the Human Aspects of Information Security Questionnaire (HAIS-Q)

The Human Aspects of Information Security Questionnaire (HAIS-Q) is being developed using a hybrid inductive, exploratory approach, for the purpose of evaluating information security threats caused by employees within organisations. This study reports on the conceptual development and pre-testing of the HAIS-Q. Results from 500 Australian employees were then used to examine the reliability of the HAIS-Q, as well as the relationships between knowledge of policy and procedures, attitude towards policy and procedures and behaviour when using a work computer. Results indicate significant, positive relationships between all variables. However, both qualitative and quantitative results indicate the direct influence of knowledge of policy and procedure accounted for far less of the variance in self-reported behaviour than attitude towards policy and procedure. Implications for training and education campaigns and plans for future research to further develop this questionnaire are outlined

Motivation towards learning perceived in Socratic seminar versus traditional lecture

As discussed in past literature, high school students often lack motivation towards learning (Crow, 2007; Lumsden, 1995). This lack of motivation interferes with student learning (Lumsden,1995; Vansteenkiste, Simons, Lens, Soenens, & Matos, 2005). At the middle school and collegiate level, Socratic Seminar is seen to provide motivation towards learning in students (Copeland, 2005; Mee, 2000; Strong, 1996); however, there is a need for research on student motivation as a result of Socratic Seminar at the high school level. The purpose of this study is to identify the extent to which, if any, differences exist in student motivation towards learning among students receiving English instruction via Socratic Seminar versus traditional lecture at the high school level. It was hypothesized that Socratic Seminar provides a better opportunity for students to experience the IV pillars of motivation as described by John Keller (1987a)--attention, relevance, confidence, and satisfaction--than traditional lecture does. A quantitative correlational design was implemented with a cross-sectional data collection administered post-implementation of traditional lecture 3 times and post-implementation of Socratic Seminar 3 times over an 8-week period with 139 11th grade English students at Lutheran High School of Orange County. The responses were viewed as a group through the application of chi-squares. Next, chi-squares were applied to analyze the group\u27s results for each question from the modified CIS. Then, the results were analyzed via Cramer\u27s V within the individual constructs of motivation as described by the CIS, which include: attention, relevance, confidence and satisfaction. The results displayed Socratic Seminar as providing a more motivating experience towards learning in certain areas of motivation while lecture was seen to be more motivating for other areas of motivation. It was originally believed the application of Socratic Seminar would provide higher student motivation toward learning. From these results, it was learned that teachers must seek a balanced approach in their teaching by applying both Socratic Seminar and lecture. In a broader sense, the lesson learned is that different teaching strategies motivate students in different ways and a wide range of teaching strategies ought to be applied

The development of the human aspects of information security questionnaire (HAIS-Q)

The Human Aspects of Information Security Questionnaire (HAIS-Q) is being developed using a hybrid inductive, exploratory approach, for the purpose of evaluating information security threats caused by employees within organisations. This study reports on the conceptual development and pre-testing of the HAIS-Q. Results from 500 Australian employees were then used to examine the reliability of the HAIS-Q, as well as the relationships between knowledge of policy and procedures, attitude towards policy and procedures and behaviour when using a work computer. Results indicate significant, positive relationships between all variables. However, both qualitative and quantitative results indicate the direct influence of knowledge of policy and procedure accounted for far less of the variance in self-reported behaviour than attitude towards policy and procedure. Implications for training and education campaigns and plans for future research to further develop this questionnaire are outlined

General Practitioners' peer support needs in managing consumer's mental health problems: A literature review and needs analysis.

This literature review was commissioned by the Commonwealth Department of Health and Ageing to inform the development of the Access to Allied Health Services component of the Better Outcomes in Mental Health Care Initiative.Looks at current arrangements for peer support/supervision in Australia in a number of professions which undertake psychotherapy. .A number of different models and issues are examined. The need for peer support/supervision for GPs undertaking psychotherapy is also assessed and an argument is made for its necessity.Commonwealth Department of Health and Ageing Better Outcomes in Mental Health Care Initiative

The emotional intelligence of general counsels in relation to lawyer leadership

Few studies have examined lawyer leaders. However, previous research has indicated that effective leaders tend to score high in emotional intelligence. This study investigated the emotional intelligence of general counsels and their beliefs about leadership of millennial lawyers. Emotional intelligence was assessed using the Emotional Quotient Inventory (EQ-i; Bar-On & Handley, 2003). Participants\u27 total mean EQ-i score was nearly identical to that of a normative sample (Bar-On, 2004a) but the current sample scored significantly higher in positive impression, assertiveness, independence, and stress tolerance. In the current sample, males scored significantly higher than females in independence, empathy, adaptability, reality-testing, and flexibility. On average, respondents believed (but not strongly) that millennial lawyers learn differently than lawyers of previous generations and that emotional intelligence and a less managerial approach can enhance leadership of millennial lawyers. Nevertheless, a high percentage reported that their companies had not made specific plans to accommodate the learning differences of millennial lawyers. There was a significant negative correlation between respondents\u27 belief that training in emotional intelligence would help them lead more effectively and both age and number of years practicing law. There was also a significant negative correlation between endorsement of the Socratic method of teaching law students and number of years practicing law (but not the respondent\u27s age). Leadership coaching/training and number of direct reports both showed significant positive correlations with company plans to accommodate the learning differences of the millennial generation