Strategies Software Company Sales Managers Implemented to Reduce Voluntary Employee Turnover

The high rates of voluntary employee turnover in software sales organizations have forced business leaders to search for strategies that reduce voluntary employee turnover. The purpose of this multiple case study was to explore the strategies of a small group of sales managers who had demonstrated reduced voluntary employee turnover in their software manufacturing companies. Ten managers from 5 software manufacturing companies who had a minimum of 5 years of management experience were recruited and participated in semistructured, face-to-face interviews. The conceptual framework included Herzberg\u27s 2-factor theory for exploring the relationship between job satisfaction and voluntary employee turnover. Open and frequent communications, constant performance feedback, and transparency align appropriately with the tenets of Herzberg\u27s 2-factor theory. The Yin method for analyzing data through the process of data grouping, scrubbing, and organizing resulted in the emergence of themes including communications, recognition, and the work environment. All 10 sales managers spoke extensively about the importance of these themes in reducing voluntary employee turnover. These managers \u27noticed the little things,\u27 they gladly celebrated team successes, and they visibly supported their teams through actions. Findings from this study will provide a positive influence on social change through productivity improvements resulting in lower cost products and services, improving community prosperity. Additionally, consumers may benefit from these successful managers, as they facilitate a more expedited process of new products and services to the market

Wikis supporting authentic, collaborative activities: lessons in usability

The Open University delivers distance learning to its students. Traditionally, its students work independently of each other. Looking to enhance their students learning, two postgraduate courses have introduced authentic, collaborative activities. This is easier to achieve now because of the availability of wikis: a lightweight, web-based collaborative authoring environment. This paper examines the effect of the wikis’ functionality on the students’ use of the tool, and the consequences for the students’ engagement with the activities and learning opportunities. This is a relatively large scale study involving 56 wikis produced by over 250 students. The data was drawn from the two courses using a variety of methods. A qualitative inductive analysis was used to look for emergent themes. These were validated by cross referencing, to match recorded comments with wiki content. We found that the limited functionality of wikis influenced how students engaged with the collaborative activities. While all groups were able to collaboratively author the documents required for assessment, they were not always produced in the way intended by the course teams. This meant the expected benefits of collaborative learning were not always realised. This paper will be of interest to academics aspiring to employ wikis on their courses and to practitioners who wish to realise the potential of wikis in facilitating information sharing and fostering collaboration within teams

Wikis supporting authentic, collaborative activities: lessons from distance education

The Open University delivers distance learning to its students. Traditionally, its students work independently of each other. Looking to enhance their students learning, two postgraduate courses have introduced authentic, collaborative activities. This is easier to achieve now because of the availability of wikis: a lightweight, web-based collaborative authoring environment. This paper examines the effect of the wikis’ functionality on the students’ use of the tool, and the consequences for the students’ engagement with the activities and learning opportunities. This is a relatively large scale study involving 56 wikis produced by over 250 students. The data was drawn from the two courses using a variety of methods. A qualitative inductive analysis was used to look for emergent themes. These were validated by cross referencing, to match recorded comments with wiki content. We found that the limited functionality of wikis influenced how students engaged with the collaborative activities. While all groups were able to collaboratively author the documents required for assessment, they were not always produced in the way intended by the course teams. This meant the expected benefits of collaborative learning were not always realised. This paper will be of interest to academics aspiring to employ wikis on their courses and to practitioners who wish to realise the potential of wikis in facilitating information sharing and fostering collaboration within teams

The Learning Grid and E-Assessment using Latent Semantic Analysis

E-assessment is an important component of e-learning and e-qualification. Formative and summative assessment serve different purposes and both types of evaluation are critical to the pedagogicalprocess. While students are studying, practicing, working, or revising, formative assessment provides direction, focus, and guidance. Summative assessment provides the means to evaluate a learner's achievement and communicate that achievement to interested parties. Latent Semantic Analysis (LSA) is a statistical method for inferring meaning from a text. Applications based on LSA exist that provide both summative and formative assessment of a learner's work. However, the huge computational needs are a major problem with this promising technique. This paper explains how LSA works, describes the breadth of existing applications using LSA, explains how LSA is particularly suited to e-assessment, and proposes research to exploit the potential computational power of the Grid to overcome one of LSA's drawbacks

CLOCK expression identifies developing circadian oscillator neurons in the brains of Drosophila embryos

<p>Abstract</p> <p>Background</p> <p>The <it>Drosophila </it>circadian oscillator is composed of transcriptional feedback loops in which CLOCK-CYCLE (CLK-CYC) heterodimers activate their feedback regulators <it>period </it>(<it>per</it>) and <it>timeless </it>(<it>tim</it>) via E-box mediated transcription. These feedback loop oscillators are present in distinct clusters of dorsal and lateral neurons in the adult brain, but how this pattern of expression is established during development is not known. Since CLK is required to initiate feedback loop function, defining the pattern of CLK expression in embryos and larvae will shed light on oscillator neuron development.</p> <p>Results</p> <p>A novel CLK antiserum is used to show that CLK expression in the larval CNS and adult brain is limited to circadian oscillator cells. CLK is initially expressed in presumptive small ventral lateral neurons (s-LN_vs), dorsal neurons 2 s (DN₂s), and dorsal neuron 1 s (DN₁s) at embryonic stage (ES) 16, and this CLK expression pattern persists through larval development. PER then accumulates in all CLK-expressing cells except presumptive DN₂s during late ES 16 and ES 17, consistent with the delayed accumulation of PER in adult oscillator neurons and antiphase cycling of PER in larval DN₂s. PER is also expressed in non-CLK-expressing cells in the embryonic CNS starting at ES 12. Although PER expression in CLK-negative cells continues in <it>Clk</it>^Jrkembryos, PER expression in cells that co-express PER and CLK is eliminated.</p> <p>Conclusion</p> <p>These data demonstrate that brain oscillator neurons begin development during embryogenesis, that PER expression in non-oscillator cells is CLK-independent, and that oscillator phase is an intrinsic characteristic of brain oscillator neurons. These results define the temporal and spatial coordinates of factors that initiate <it>Clk </it>expression, imply that circadian photoreceptors are not activated until the end of embryogenesis, and suggest that PER functions in a different capacity before oscillator cell development is initiated.</p

Mechanisms of fractures in ankle and hind-foot injuries to front seat car occupants - an in-depth accident data analysis

An in-depth analysis of 200 Abbreviated Injury Score (AIS) 2+ injuries to the lower extremity in frontal collisions has been performed using impairment scales devised by the American Orthopaedic Foot and Ankle Society. The most important subgroup of injuries were identified as ankle/hindfoot injuries. There were 63 such injuries sustained by 53 occupants and these were analyzed in greater depth. Inversion or eversion was identified as the mechanism of injury for 40 % of injuries. However in 70% of these fractures caused by inversion or eversion, minimal or no long term impairment would be expected Injuries associated with significant long-term impairment were attributed to axial forces (i.e. loads perpendicular to the foot). Combined vehicle/injury analysis demonstrated a strong association between toe-pan intrusion and these injuries. Interaction between the occupant and the pedals was identified as a probable injury source in only 25% of injuries to the ankle and hindfoot. The results of this study are being used to plan a program of biomechanical research to establish injury risk functions for the ankle and hindfoot. © Copyright 1997 Society of Automotive Engineers, Inc

Simulation of greenhouse gases following land-use change to bioenergy crops using the ECOSSE model : a comparison between site measurements and model predictions

This work contributes to the ELUM (Ecosystem Land Use Modelling & Soil Carbon GHG Flux Trial) project, which was commissioned and funded by the Energy Technologies Institute (ETI). We acknowledge the E-OBS data set from the EU-FP6 project ENSEMBLES (http://ensembles-eu.metoffice.com) and the data providers in the ECA&D project (http://www.ecad.eu).Peer reviewedPublisher PD

RoboPianist: A Benchmark for High-Dimensional Robot Control

We introduce a new benchmarking suite for high-dimensional control, targeted at testing high spatial and temporal precision, coordination, and planning, all with an underactuated system frequently making-and-breaking contacts. The proposed challenge is mastering the piano through bi-manual dexterity, using a pair of simulated anthropomorphic robot hands. We call it RoboPianist, and the initial version covers a broad set of 150 variable-difficulty songs. We investigate both model-free and model-based methods on the benchmark, characterizing their performance envelopes. We observe that while certain existing methods, when well-tuned, can achieve impressive levels of performance in certain aspects, there is significant room for improvement. RoboPianist provides a rich quantitative benchmarking environment, with human-interpretable results, high ease of expansion by simply augmenting the repertoire with new songs, and opportunities for further research, including in multi-task learning, zero-shot generalization, multimodal (sound, vision, touch) learning, and imitation. Supplementary information, including videos of our control policies, can be found at https://kzakka.com/robopianist