Development of the Employee Expertise Development Scale (EEDS)

Understanding the process of expertise development is critical for human resource development. The present study aimed to develop a quantitative instrument to assess general procedural components of employee expertise development in various work contexts. Specifically, the present study answered the following two research questions: (1) What are the general dimensions of employee expertise development? and (2) To what extent can the general dimensions of employee expertise development be confirmed across various work settings? I employed an exploratory sequential mixed methods design. Based on qualitative data from 46 employees and comprehensive literature review, three constructs were generated: Developmental Work Experience (DWE), Engagement in Deliberate Practice (EDP), and Learning in Professional Networks (LPN). Through a content validation, the initial Employee Expertise Development Scale (EEDS) consists of 45 revised items out of the original 66-item pool. Using a 272 employee sample, Exploratory Factor Analysis (EFA) returned four dimensions of the EEDS that can be mapped with the original three constructs and 30 items were retained. The dimensions include: Engagement in Deliberate Practice (EDP, 11 items), Strategic Networking (SN, 5 items), Frequent and Focused Interactions (FFI, 5 items), and Developmental Work Experience (DWE, 9 items). To examine the generalizability of the four-factor structure of the EEDS, Confirmatory Factor Analysis (CFA) was conducted with another 186 employee sample. The identified four-factor structure of the EEDS showed an adequate level of internal consistency and construct validity, and 23 items were finally retained: EDP (7 items), SN (5 items), FFI (5 items) and DWE (6 items). With a total sample of 458 employees, the four factors of the EEDS demonstrated a satisfactory internal reliability. Additional construct validity evidences of the EEDS as well as its theoretical and practical implications were provided. The present study filled the gaps between traditional and contemporary expertise development theories, and the EEDS opens various new research and practical avenues in the field of employee expertise development

Be Selfish and Avoid Dilemmas: Fork After Withholding (FAW) Attacks on Bitcoin

In the Bitcoin system, participants are rewarded for solving cryptographic puzzles. In order to receive more consistent rewards over time, some participants organize mining pools and split the rewards from the pool in proportion to each participant's contribution. However, several attacks threaten the ability to participate in pools. The block withholding (BWH) attack makes the pool reward system unfair by letting malicious participants receive unearned wages while only pretending to contribute work. When two pools launch BWH attacks against each other, they encounter the miner's dilemma: in a Nash equilibrium, the revenue of both pools is diminished. In another attack called selfish mining, an attacker can unfairly earn extra rewards by deliberately generating forks. In this paper, we propose a novel attack called a fork after withholding (FAW) attack. FAW is not just another attack. The reward for an FAW attacker is always equal to or greater than that for a BWH attacker, and it is usable up to four times more often per pool than in BWH attack. When considering multiple pools - the current state of the Bitcoin network - the extra reward for an FAW attack is about 56% more than that for a BWH attack. Furthermore, when two pools execute FAW attacks on each other, the miner's dilemma may not hold: under certain circumstances, the larger pool can consistently win. More importantly, an FAW attack, while using intentional forks, does not suffer from practicality issues, unlike selfish mining. We also discuss partial countermeasures against the FAW attack, but finding a cheap and efficient countermeasure remains an open problem. As a result, we expect to see FAW attacks among mining pools.Comment: This paper is an extended version of a paper accepted to ACM CCS 201

NaturalInversion: Data-Free Image Synthesis Improving Real-World Consistency

We introduce NaturalInversion, a novel model inversion-based method to synthesize images that agrees well with the original data distribution without using real data. In NaturalInversion, we propose: (1) a Feature Transfer Pyramid which uses enhanced image prior of the original data by combining the multi-scale feature maps extracted from the pre-trained classifier, (2) a one-to-one approach generative model where only one batch of images are synthesized by one generator to bring the non-linearity to optimization and to ease the overall optimizing process, (3) learnable Adaptive Channel Scaling parameters which are end-to-end trained to scale the output image channel to utilize the original image prior further. With our NaturalInversion, we synthesize images from classifiers trained on CIFAR-10/100 and show that our images are more consistent with original data distribution than prior works by visualization and additional analysis. Furthermore, our synthesized images outperform prior works on various applications such as knowledge distillation and pruning, demonstrating the effectiveness of our proposed method.Comment: Published at AAAI 202

Perceived productivity in open-plan design library: Exploring occupant behavior and perception

Libraries in higher education face drastic spatial changes, transforming spaces traditionally used for housing books to spaces for interaction and shifting from individual learning to team-based learning. This study aims to (1) identify space uses, (2) examine the environmental satisfaction, support for productivity, and perceived productivity depending on space, and (3) test their relationships. The results of 66 survey responses suggest that students still come to the library for individual study, and students in quiet zones show high environmental satisfaction. Environmental satisfaction is indirectly associated with creativity, while environmental support with acoustic comfort is directly related to concentration

Leading from equity: Changing and organizing for deeper learning

Purpose – This study aims to explore how educational leaders in South Korea adopted equity mindsets and how they organized changes to support students’ deeper learning during COVID-19. Design/methodology/approach – The developed a comprehensive framework of Equity Leadership for Deeper Learning, by revising the existing model of Darling-Hammond and Darling-Hammond (2022) and synthesizing equity leadership literature. Drawing upon this framework, this study analyzed data collected from individual interviews and a focus group with school and district administrators in the K-12 Korean education system. Findings – The participants prioritized an equity stance of their leadership by critically understanding sociopolitical conditions, challenging unjust policies, and envisioning the big picture of equity-centered education. This led them to operationalize equity leadership in practice and create a more inclusive and supportive environment for student-centered deeper learning. District leaders established well-resourced systems by creating/developing instructional resources and making policies more useful. School leaders promoted quality teaching by strengthening access, developing student-centered curricula, and establishing individualized programs for more equitable deeper learning. Research limitations/implications – This study builds on scholarship of deeper learning and equity leadership by adding evidence from Korean educational leaders during COVID-19. First, the findings highlight the significance of leaders’ equity mindsets in creating a safe and inclusive environment for deeper learning. This study further suggests that sharing an equity stance as a collective norm at the system level, spanning across districts and schools is important, which is instrumental to scale up innovation and reform initiatives. Second, this research also extends comparative, culturally informed perspectives to understand educational leadership. Most contemporary leadership theories originated from and are informed by Western and English-speaking contexts despite being widely applied to other contexts across the culture. This study’s analysis underscores the importance of contextualizing leadership practices within the socio-historical contexts that influence how education systems are established and operate. Practical implications – Leaders’ adopting equity mindsets, utilizing bureaucratic resources in creative ways and implementing a school-wide quality curriculum are crucial to supporting students’ deeper learning. District leaders can leverage existing vertical and horizontal networks to effectively communicate with teachers and local communities to establish well-resourced systems. As deeper learning is timeless and requires high levels of student engagement, school leaders’ efforts to establish school-wide curricula is critical to facilitate deeper learning for students. Originality/value – The study provides a nuanced understanding of how equity focused leaders responded to difficulties caused by the pandemic and strategized to support students’ deeper learning. Existing studies tend to prioritize teacher effects on student learning, positing leadership effects as secondary or indirect. Alternatively, the authors argue that, without leadership supporting an inclusive environment, resourceful systems and student-centered school culture, deeper learning cannot be fully achieved in equitable ways

the new village movement and the compound project in South Korea

Thesis(Master) --KDI School:Master of Public Policy,2012masterpublishedYu-jin Kim