Personality and goal orientation as predictors of performance in a learning context

The current study aimed to investigate and provide furthering evidence of individual differences as determinants of task performance. This research focused on the effects of the personality traits Openness to Experience and Neuroticism, and two goal orientation traits. Learning Orientation and Avoid Orientation, on task performance. The hypotheses addressed the predictability of the traits, the differential effects of personality and goal orientation traits, and the mediating effects of goal orientation on the relationship between personality and performance. The results were based on questionnaire responses completed by a sample of 103 students. Scores on a computerised Air Traffic Control (ATC) decision-making task were used as a measure of task performance. Learning Orientation was found to be a significant predictor of performance, whilst the effect of Neuroticism was 'approaching' significance. Results indicated strong support for the differential relationship between personality traits and corresponding goal orientation traits. The mediating relationship between Openness to Experience, Learning Orientation and performance was also found to be 'approaching' significance. Results were indicative of the influences of personality and goal orientation on consequent performance outcomes. Implications were discussed, as well as suggestions for possible future directions in research assessing the predictabilit)' of individual differences in learning contexts.

Enabling innovation and facilitating learning in kifs: the role of HRM practices

The aim of this paper is to contribute to our understanding of the link between HR practices, learning orientation and types of innovation in knowledge-intensive firms (KIFs). To this end, we first compiled a comprehensive overview of the existing literature on HR practices aimed at supporting innovation. On the basis of this literature, we then collected and analyzed data from a qualitative study of 19 Danish KIFs recognized for their innovation performance, focusing on links between the HR practices they use to support exploratory and exploitive learning behaviors to enhance incremental and/or radical innovation. The findings from this study demonstrate that KIFs utilize a range of HR practices that enable different learning orientations, based on the type of innovation compatible with their organizational goals.

Leading as designing: how educational developers in leadership and management studies can use architectural design to facilitate student learning about delivering innovation

This paper describes a qualitative observational study of how a work based learning masters leadership development programme for middle managers in health and social care in the UK introduced students to key aspects of delivering innovation, through a formative assignment on contemporary architectural design. Action learning and activity theoretical approaches were used to enable students to explore common principles of leading the delivery of innovation. Between 2001 and 2013 a total of 89 students in 7 cohorts completed the assignment. Evaluation lent support for the view that the assignment provided a powerful learning experience for many. Several students found the creativity, determination and dedication of architects, designers and structural engineers inspirational in their ability to translate a creative idea into a completed artefact, deploy resources and negotiate complex demands of stakeholders. Others expressed varying levels of self-empowerment as regards their capacity for fostering an equivalent creativity in self and others. Theoretical approaches in addition to activity theory, including Engeström’s concepts of stabilisation knowledge and possibility knowledge, are discussed to explain these differing outcomes and to clarify the challenges and opportunities for educational developers seeking to utilise cross-disciplinary, creative approaches in curriculum design.

Predicting management development and learning behaviour in New Zealand SMEs

Despite concern on the part of policy makers to raise managerial capability in SMEs, there is little evidence on the key drivers of owner-manager participation in management development programmes. The authors argue that such participation is poorly understood. The paper develops a predictive model of the drivers of participation in sources of learning by owner-managers. It tests a theoretical model, based on the small firm as a learning organization, which posits that participation is driven by owner-managers' learning orientation and the extent of their belief in self-improvement. The implications of the results are discussed in light of the provision of management development programmes.

Industry-based learning

Research from the fields of adult learning, workplace education, professional development, organisational learning and co-operative education are drawn on to identify elements that should be considered in the design, implementation, management and sustained improvement of co-op programs. Each work placement is unique meld of stakeholders, the job and the organisational context. Key factors that promote learning in the workplace include the engagement of the work place supervisor in the student's professional development; the learning environment within the organisation; and the student's own motivation, abilities and learning orientation: It is proposed that information systems delivering co-op programs need to manage: (a) the development and performance of industry partnerships, (b) the relationships between key stakeholders; and (c) the professional skills development and learning. © 2009 Springer-Verlag US.

Knowledge management and strategic orientation: leveraging innovativeness and performance

Purpose - The aim of this study is to investigate whether knowledge management (KM) contributes to the development of strategic orientation and to enhance innovativeness, and whether these three factors contribute to improve business performance. Design/methodology/approach - A sample of 241 Brazilian companies was surveyed, using Web-based questionnaires with 54 questions, using ten-point scales to measure the degree of agreement on each item of each construct. Structural equation modeling techniques were applied for model assessment and analysis of the relationships among constructs. Exploratory factor analysis, confirmatory factor analysis, and path analysis using the technique of structural equation modeling were applied to the data. Findings - Effective KM contributes positively to strategic orientation. Although there is no significant direct effect of KM on innovativeness, the relationship is significant when mediated by strategic orientation. Similarly effective KM has no direct effect on business performance, but this relationship becomes statistically significant when mediated by strategic orientation and innovativeness. Research limitations/implications - The findings indicate that KM permeates all relationships among the constructs, corroborating the argument that knowledge is an essential organizational resource that leverages all value-creating activities. The results indicate that both KM and innovativeness produce significant impacts on performance when they are aligned with a strategic orientation that enables the organization to anticipate and respond to changing market conditions. Originality/value - There is a substantial body of research on several types of relationships involving KM, strategic orientation, innovativeness and performance. This study offers an original contribution by analyzing all of those constructs simultaneously using established scales so that comparative studies are possible.

Record of undergraduates’ activities in virtual learning environments

Virtual learning environments (VLEs) have witnessed a high evolution, namely regarding their potentialities, the tools and the activities they provide. VLEs enable us to access large quantities of data resulting from both students and teachers’ activities developed in those environments. Monitoring undergraduates’ activities in VLEs is important as it allows us to showcase, in a structured way, a number of indicators which may be taken into account to understand the learning process more deeply and to propose improvements in the teaching and learning strategies as well as in the institution’s virtual environment. Although VLEs provide several data sectorial statistics, they do not provide knowledge regarding the institution’s evolution. Therefore, we consider the analysis of the activity logs in VLEs over a period of five years to be paramount. This paper focuses on the analysis of the activities developed by students in a virtual learning environment, from a sample of undergraduate students, approximately 7000 per year, over a period of five academic years, namely from 2009/2010 to 2013/2014. The main aims of this research work are to assess the evolution of activity logs in the virtual learning environment of a Portuguese public higher education institution, in order to fill possible gaps and to hold out the prospect of new forms of use of the environment. The results obtained from the data analysis show that overall, the number of accesses to the virtual learning environment increased over the five years under study. The most used tools were Resources, Messages and Assignments. The most frequent activities developed with these tools were respectively consulting information, sending messages and submitting assignments. The frequency of accesses to the virtual learning environment was characterized according to the number of accesses in the activity log. The data distribution was divided into five frequency categories named very low, low, moderate, high and very high, determined by the percentiles 20, 40, 60, 80 and 100, respectively. The study of activity logs of virtual learning environments is important not only because they provide real knowledge of the use that undergraduates make of these environments, but also because of the possibilities they create regarding the identification of a need for new pedagogical approaches or a reinforcement of previously consolidated approaches.

Antecedents of task-specific goal orientation: An investigation of task practice, personality and global goal orientation

Goal orientation, a mental framework for understanding how individuals approach learning and achievement situations, has emerged as an important topic in organisational psychology. This study investigated the effects of task practice, personality (openness to experience and neuroticism), and global goal orientation (predisposition to adopt a certain response pattern across all domains) on participants’ task-specific goal orientation (response pattern adopted for a specific task). One hundred and three participants performed an air traffic control task and their task-specific goal orientation was measured prior to each of a total of thirty trials. Results revealed an effect of task practice such that individuals’ task-specific learning orientation decreased over time while their task-specific prove orientation increased over time. The results also showed that individuals’ personality can influence their task-specific goal orientation and further, that this relationship can be mediated by global goal orientation. Specifically, the positive relationship between openness to experience and task-specific prove orientation was mediated by global prove orientation. Similarly, the positive relationship between neuroticism and task-specific avoid orientation was mediated by global avoid orientation. Theoretical and practical implications of these findings are considered.

Diversity in goal-orientation, team reflexivity, and team performance

Although recent research highlights the role of team member goalorientation in team functioning, research has neglected the effects of diversity in goalorientation. In a laboratory study with groups working on a problem-solving task, we show that diversity in learning and performanceorientation are related to decreased group performance. Moreover, we find that the effect of diversity in learning orientation is mediated by group information elaboration and the effect of diversity in performanceorientation by group efficiency. In addition, we demonstrate that teamreflexivity can counteract the negative effects of diversity in goalorientation. These results suggest that models of goal orientation in groups should incorporate the effects of diversity in goal orientation.

Online professional learning for rural teachers of mathematics and science

Professional learning is crucial for the ongoing development of teachers and the improvement of student outcomes. Professional learning in mathematics and science education has the potential to address concerns about shortages in these areas and their impact on economic growth. However, attendance at face-to-face professional learning is problematic for many teachers located in rural areas. This study explores the utilisation of online professional learning in mathematics and science education by teachers in rural areas, and canvasses teachers’ requirements for this form of professional learning. An activity system, using cultural-historical activity theory, is developed for online professional learning for teachers of mathematics and/or science. Qualitative interpretive analysis of transcripts of 14 semi-structured individual interviews with three different groups of people suggests that teachers of mathematics/science require professional learning programs which are not only flexibly delivered but also provide professional learning content that has high utility value. By better understanding how teachers respond to the notion and practice of online professional learning, informed decisions can be made about how best to support teachers and thus build capacity in schools for success in mathematics and science.

Jaksaako opettaja kehittyä? : Ammatillisen kehityksen ja täydennyskoulutuksen merkitys opettajien työssä jaksamisessa

The aim of this study was to investigate the connection between teachers' burn-out and professional development. In addition, the study aimed at clarifying teachers' conceptions of the significance of in-service training on work-related well-being. The theoretical starting points of the study were based on a model of burn-out (Kalimo & Toppinen1997) and a model of teachers' professional development (Niemi 1989). Present study can be seen as an independent follow-up study for a working ability project called "Uudistumisen eväät" that was followed through in Kuopio. The study was carried out in two phases. First, the connection between teachers' burn-out and professional development was charted with the help of a quantitative survey study. 131 teachers participated in the survey. Some of them were from schools that participated in the working ability project and the remainder were from other schools in Kuopio. The questionnaire consisted of self-constructed instruments of burn-out and professional development. According to the results, burn-out and professional development were strongly correlated with each other. Burn-out was summed up in three factors: emotional exhaustion, feelings of depersonalization and low feelings of personal accomplishment. Professional development was summed up in four factors: personality and pedagogical skills, learning-orientation, social skills and confronting change. Personality and pedagogical skills and skills of confronting change were correlated strongest with burn-out and its symptoms. A teacher, who has not found his/her own personal way of acting as a teacher and who considers change as something negative, is more likely to become exhausted than a teacher, who has developed his/her own pedagogical identity and who regards change more positively. In the second phase of this study, teachers' conceptions of the significance of in-service training on well-being was investigated with the help of group interviews (n=12). According to the results, the importance of in-service training was significant on the well-being of teachers. It appeared that in-service training promotes well-being by providing teachers with motivation, professional development and the possibility of taking a break from teaching and cooperating with other teachers. It has to be based on teachers' own needs. It has to be offered to teachers frequently and early enough. If teachers are already exhausted, they will neither have enough resources to participate in training, nor will they have the strength to make good use of it in practice. Both professional development and well-being are becoming more and more essential now that society is changing rapidly and the demands set on teachers are growing. Professional development can promote well-being, but are teachers too exhausted to develop themselves? Professional development demands resources and teachers may regard it as a threat and an additional strain. When the demands are so high that teachers cannot cope with them, they are likely to suffer stress and see reduction of commitment to their work and its development as a means to survive. If teachers stop caring about their work and their own development, how can we expect them to promote pupils' learning and development? It should be considered in the planning and implementation of in-service training and in arranging teachers' working conditions, that teachers have enough time and resources to develop themselves. Keywords: Teachers, burn-out, well-being, professional development, in-service training

Orientación estratégica, innovación y resultados en PYMES de nueva creación: el rol del marketing

[ES] A pesar del importante papel de las PYMES de nueva creación en el desarrollo económico, no tenemos constancia de trabajos que hayan abordado de manera simultánea el estudio de la relación entre tres orientaciones estratégicas clave como son la orientación emprendedora (OE), la orientación al mercado (OM) y la orientación al aprendizaje (OA) con la innovación y con el éxito de las PYMES de nueva creación. Los trabajos existentes en la actualidad son de carácter parcial, ya que se limitan a estudiar los efectos de sólo algunas de estas tres orientaciones estratégicas en los resultados de dichas empresas (Li y Atuahene-Gima, 2001; Renko et al., 2009).

Qual é o risco do consumo combinado de bebidas energéticas e etanol? Efeitos comportamentais em camundongos adolescentes

O uso combinado de etanol e bebidas energéticas tem aumentado entre adolescentes. Além disso, estudos epidemiológicos indicam que o co-uso aumenta a probabilidade de consumo abusivo e dependência de etanol. Apesar disso, pouco se sabe sobre as consequências neurocomportamentais da co-exposição no cérebro adolescente. Este estudo tem como objetivo avaliar o curso temporal dos efeitos agudos da exposição à bebida energética e/ou etanol na atividade motora e ansiedade no teste de campo aberto, como também, os efeitos agudos ou prolongados sobre aprendizagem/memória e coordenação motora em camundongos adolescentes. Camundongos Suíços foram divididos em 4 grupos: bebidas energéticas e etanol, bebida energética, etanol e água. Três estudos separados foram conduzidos para avaliar cada um dos objetivos específicos deste trabalho. No primeiro estudo, realizado em PN40, os animais receberam a administração de bebida energética (8 ml/kg) e/ou etanol (4 g/kg) por gavagem e após 55 minutos foram submetidos ao teste do campo aberto (sessão 1). Outras duas sessões foram realizadas em sequência usando a metade da dose inicial (sessão 2 e 3). Nos estudos 2 e 3, estudamos os efeitos agudos (PN40) e crônicos (exposição de PN30-40) sobre o teste de esquiva passiva (0,3 mA, 3 s) e sobre o desempenho no teste do cilíndro giratório (sessão de treinamento e após 1 e 3 horas da gavagem das drogas). Em ambos os casos, a dose de bebida energética (8 ml/kg) e/ou etanol (4 g/kg) foi administrada. No teste da esquiva passiva, as sessões de treino e retenção foram realizadas 1 e 24 horas após a administração da droga, respectivamente. No teste do Rotarod, cada sessão foi constituída por 5 tentativas em modelo de aceleramento contínuo (4 a 40 rpm/min em uma tentativa de 2 min). Os nossos dados indicam que a exposição concomitante a bebida energética potencializa o efeito de hiperatividade induzido pelo etanol, como também, gera uma resposta ansiogênica no teste do campo aberto. A exposição aguda ao etanol induz déficit de memória/aprendizagem que não é revertida pela BE. A co-exposição aguda a bebida energética e etanol prolongou incoordenação motora induzida pelo etanol. No entanto, a bebda energética reverteu o comprometimento da coordenação motora gerada pela exposição crônica de etanol em camundongos fêmeas. O presente estudo fornece evidência experimental de que bebida energética e etanol interagem durante a adolescência, resultando em padrões de comportamento que poderiam aumentar o risco de desenvolvimento de abuso ou dependência de etanol. Além disso, os dados indicaram que a exposição aguda à bebida energética não atenuou as consequências negativas geradas pela etanol no desempenho do motor e cognitivo.

L'effet des normes d'équipe sur le leadership partagé

La présente recherche a pour objectif principal d’étudier l’effet que peuvent exercer les normes d’équipe sur le leadership partagé au sein des équipes de travail. Nous voulions vérifier les relations entre trois normes proposées par Day (2007) comme influençant de façon significative le partage du leadership dans les équipes. Il s’agit de la distance hiérarchique, de la sécurité psychologique et de l’orientation vers l’apprentissage. Cette recherche vise également à vérifier l’effet modérateur, d’une part, de l’interdépendance au travail et, d’autre part, celui de la complexité de la tâche sur les relations entre les normes d’équipe et le leadership partagé. Cette recherche se base sur des données secondaires qui ont été recueillies par Vincent Rousseau (professeur à l’Université de Montréal) et Caroline Aubé (professeure à HEC Montréal) auprès de 394 membres appartenant à 77 équipes et auprès de 77 supérieurs immédiats de ces mêmes équipes. L’ensemble de ces participants travaille dans une organisation de sécurité publique canadienne. Les données ont été collectées en utilisant la méthode du questionnaire. Des analyses de régressions ont été utilisées pour vérifier les hypothèses de cette étude. Les résultats montrent que la distance hiérarchique, la sécurité psychologique et l’orientation vers l’apprentissage sont significativement liées au leadership partagé. Ces normes d’équipe sont également fortement reliées entre elles. Les résultats n’ont, cependant, pas permis de confirmer l’effet modérateur de l’interdépendance au travail et de la complexité de la tâche sur les relations entre les normes d’équipe et le leadership partagé. Globalement, les résultats montrent que les gestionnaires tireront avantage à encourager les normes d’équipe associées à une faible distance hiérarchique, à une forte sécurité psychologique et à une orientation davantage axée sur l’apprentissage afin de faciliter l’exercice du leadership partagé et ce, en vue d’améliorer la performance des équipes et de l’organisation.