Team Evaluation: Solutions for Hotel Management and Productivity

Employee performance appraisal systems are controversial, especially when accomplished by a single rater. The authors, who have had experience with team evaluation systems, present evidence from that experience for over- coming obstacles to moving to a "less-biased" system of rating employees.

Team Primacy Concept-based employee evaluation and job performance

This qualitative case study explored how employees learn from Team Primacy Concept (TPC)-based employee evaluation and how they apply the knowledge in their job performance. Kolb's experiential learning model (1974) served as a conceptual framework for the study to reveal the process of how employees learn from TPC evaluation, namely, how they experience, reflect, conceptualize and act on performance feedback. TPC based evaluation is a form of multirater evaluation that consists of three components: self-feedback, supervisor's feedback, and peer feedback. The distinctive characteristic of TPC based evaluation is the team evaluation component during which the employee's professional performance is discussed by one's peers in a face-to-face team setting, while other forms of multirater evaluation are usually conducted in a confidential and anonymous manner.^ Case study formed the methodological framework. The case was the Southeastern Virginia (SEVA) region of the Institute for Family Centered Services, and the participants were eight employees of the SEVA region. Findings showed that the evaluation process was anxiety producing for employees, especially the process of peer evaluation in a team setting. Preparation was found to be an important phase of TPC evaluation. Overall, the positive feedback delivered in a team setting made team members feel acknowledged. The study participants felt that honesty in providing feedback and openness to hearing challenges were significant prerequisites to the TPC evaluation process. Further, in the planning phase, employees strove to develop goals for themselves that were meaningful. Also, the catalyst for feedback implementation appeared to stem from one's accountability to self and to the client or community. Generally, the participants identified a number of performance improvement goals that they attained during their employment with IFCS, which were supported by their developmental plans.^ In conclusion, the study identified the process by which employees learned from TPC-based employee evaluation and the ways in which they used the knowledge to improve their job performance. Specifically, the study examined how participants felt and what they thought about TPC-based feedback, in what ways they reflected and made meaning of the feedback, and how they used the feedback to improve their job performance.^

Avaliação e a Qualidade das Práticas de Inclusão para Alunos com PEA: Escala LAQI (Louisiana Autism Quality Indicators)

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial, domínio Cognição e Multideficiência

La stimulation du nerf vague pour le traitement de la dépression réfractaire : les résultats après un an de suivi

La stimulation du nerf vague (SNV) a reçu l’approbation de Santé Canada en 2001, comme en Europe, pour le traitement de la dépression réfractaire et en 2005 aux États-Unis. Les études européennes et américaines rapportent un taux de réponse de 50% et de rémission de 30% après un an de traitement. La sélection des patients, encadrée par la recherche de marqueurs biologiques et des critères de résistance, pourrait contribuer à améliorer les taux de réponse. Cette étude décrit le suivi des patients ambulatoires souffrant de dépression réfractaire, d’un spectre unipolaire ou bipolaire (n=13) sous SNV. Une révision exhaustive de l’histoire médicale et thérapeutique précède une évaluation clinique intensive. Si un consensus d’équipe est obtenu, une investigation clinique à la recherche des marqueurs biologiques est effectuée. Ceci inclut une tomographie par émission de photons simples (SPECT), une tomographie par émission de positrons (TEP), une formule sanguine complète, un test de suppression à la dexaméthasone (DST), une collecte d’urine 24h (catécholamines et cortisol), une polysomnographie et une évaluation neuropsychologique abrégée. Après 1 an de traitement, 61,5% (8/13) des patients ont atteint le seuil de réponse (diminution de 50% des symptômes), dont 87.5% (7/8) en rémission. Les patients diagnostiqués d’un trouble bipolaire, présentant un DST anormal et/ou avec déficits cognitifs ont répondu au traitement et poursuivent leur rémission après 2 ans. Une sélection minutieuse des patients pour le SNV serait une méthode efficace pour traiter les dépressions réfractaires, notamment pour prévenir les rechutes, amenant un état euthymique durable pour la plupart des patients.

Balloon Aortic Valvuloplasty as Bridge-to-Decision in High Risk Patients with Severe Aortic Valve Stenosis

Background. A sizable group of patients with symptomatic aortic stenosis (AS) can undergo neither surgical aortic valve replacement (AVR) nor transcatheter aortic valve implantation (TAVI) because of clinical contraindications. The aim of this study was to assess the potential role of balloon aortic valvuloplasty (BAV) as a “bridge-to-decision” in selected patients with severe AS and potentially reversible contraindications to definitive treatment. Methods. We retrospectively enrolled 645 patients who underwent first BAV at our Institution between July 2007 and December 2012. Of these, the 202 patients (31.2%) who underwent BAV as bridge-to-decision (BTD) requiring clinical re-evaluation represented our study population. BTD patients were further subdivided in 5 groups: low left ventricular ejection fraction; mitral regurgitation grade ≥3; frailty; hemodynamic instability; comorbidity. The main objective of the study was to evaluate how BAV influenced the final treatment strategy in the whole BTD group and in its single specific subgroups. Results. Mean logistic EuroSCORE was 23.5±15.3%, mean age was 81±7 years. Mean transaortic gradient decreased from 47±17 mmHg to 33±14 mmHg. Of the 193 patients with BTD-BAV who received a second heart team evaluation, 72.5% were finally deemed eligible for definitive treatment (25.4%for AVR; 47.2% for TAVI): respectively, 96.7% of patients with left ventricular ejection fraction recovery; 70.5% of patients with mitral regurgitation reduction; 75.7% of patients who underwent BAV in clinical hemodynamic instability; 69.2% of frail patients and 68% of patients who presented relevant comorbidities. 27.5% of the study population was deemed ineligible for definitive treatment and treated with standard therapy/repeated BAV. In-hospital mortality was 4.5%, cerebrovascular accident occurred in 1% and overall vascular complications were 4% (0.5% major; 3.5% minor). Conclusions. Balloon aortic valvuloplasty should be considered as bridge-to-decision in high-risk patients with severe aortic stenosis who cannot be immediate candidates for definitive percutaneous or surgical treatment.

COMPARAÇÃO DE MODELOS DE AVALIAÇÃO DE DESEMPENHO DE EQUIPES MULTIFUNCIONAIS BASEADOS EM CONCEITOS DE INTERAÇÃO DE GRUPOS E FERRAMENTAS DE ANÁLISE COMPORTAMENTAL

Avaliação de desempenho de equipes multifuncionais é um conceito que tem sido abordado mais freqüentemente nas últimas duas décadas. Diversas teorias e conceitos foram desenvolvidos para tornar as avaliações menos qualitativas ou fundamentadas em percepções, compreendendo um conjunto de diferentes técnicas interpretativas que visam descrever e decodificar os componentes de um sistema complexo de significados. Com esse foco o projeto comparou três modelos de avaliação de desempenho de equipes. O primeiro modelo baseado na personalidade do participante, afirma que os resultados das equipes são influenciados pela seleção prévia dos participantes e que as características individuais desses participantes são críticas para o desempenho da equipe. O segundo modelo fundamenta suas afirmações nas relações interconectadas de positividade e negatividade; questionamento e argumentação e atuação em equipe. O terceiro modelo baseado no processo de interação de grupos também avalia as relações que influenciam o alto desempenho de equipes multifuncionais. Os três modelos foram comparados, através de um estudo de caso único em indústria química paulista, medindo-se os resultados de correlação das equipes e as interações entre os participantes das equipes. As metas atingidas pelas equipes foram utilizadas para suportar os resultados das avaliações dos modelos como sistema de avaliação de equipes. Pode-se concluir que houve uma aproximação satisfatória confirmando a influência sugerida pelos modelos avaliados. A comparação entre os três modelos não permitiu afirmar qual dos três modelos é mais eficaz para avaliação de equipes. Entretanto, é possível, sugerir que a combinação de elementos dos três modelos permitirá a construção de um processo eficaz e prático de avaliação de equipes.(AU)

COMPARAÇÃO DE MODELOS DE AVALIAÇÃO DE DESEMPENHO DE EQUIPES MULTIFUNCIONAIS BASEADOS EM CONCEITOS DE INTERAÇÃO DE GRUPOS E FERRAMENTAS DE ANÁLISE COMPORTAMENTAL

Avaliação de desempenho de equipes multifuncionais é um conceito que tem sido abordado mais freqüentemente nas últimas duas décadas. Diversas teorias e conceitos foram desenvolvidos para tornar as avaliações menos qualitativas ou fundamentadas em percepções, compreendendo um conjunto de diferentes técnicas interpretativas que visam descrever e decodificar os componentes de um sistema complexo de significados. Com esse foco o projeto comparou três modelos de avaliação de desempenho de equipes. O primeiro modelo baseado na personalidade do participante, afirma que os resultados das equipes são influenciados pela seleção prévia dos participantes e que as características individuais desses participantes são críticas para o desempenho da equipe. O segundo modelo fundamenta suas afirmações nas relações interconectadas de positividade e negatividade; questionamento e argumentação e atuação em equipe. O terceiro modelo baseado no processo de interação de grupos também avalia as relações que influenciam o alto desempenho de equipes multifuncionais. Os três modelos foram comparados, através de um estudo de caso único em indústria química paulista, medindo-se os resultados de correlação das equipes e as interações entre os participantes das equipes. As metas atingidas pelas equipes foram utilizadas para suportar os resultados das avaliações dos modelos como sistema de avaliação de equipes. Pode-se concluir que houve uma aproximação satisfatória confirmando a influência sugerida pelos modelos avaliados. A comparação entre os três modelos não permitiu afirmar qual dos três modelos é mais eficaz para avaliação de equipes. Entretanto, é possível, sugerir que a combinação de elementos dos três modelos permitirá a construção de um processo eficaz e prático de avaliação de equipes.(AU)

COMPARAÇÃO DE MODELOS DE AVALIAÇÃO DE DESEMPENHO DE EQUIPES MULTIFUNCIONAIS BASEADOS EM CONCEITOS DE INTERAÇÃO DE GRUPOS E FERRAMENTAS DE ANÁLISE COMPORTAMENTAL

Avaliação de desempenho de equipes multifuncionais é um conceito que tem sido abordado mais freqüentemente nas últimas duas décadas. Diversas teorias e conceitos foram desenvolvidos para tornar as avaliações menos qualitativas ou fundamentadas em percepções, compreendendo um conjunto de diferentes técnicas interpretativas que visam descrever e decodificar os componentes de um sistema complexo de significados. Com esse foco o projeto comparou três modelos de avaliação de desempenho de equipes. O primeiro modelo baseado na personalidade do participante, afirma que os resultados das equipes são influenciados pela seleção prévia dos participantes e que as características individuais desses participantes são críticas para o desempenho da equipe. O segundo modelo fundamenta suas afirmações nas relações interconectadas de positividade e negatividade; questionamento e argumentação e atuação em equipe. O terceiro modelo baseado no processo de interação de grupos também avalia as relações que influenciam o alto desempenho de equipes multifuncionais. Os três modelos foram comparados, através de um estudo de caso único em indústria química paulista, medindo-se os resultados de correlação das equipes e as interações entre os participantes das equipes. As metas atingidas pelas equipes foram utilizadas para suportar os resultados das avaliações dos modelos como sistema de avaliação de equipes. Pode-se concluir que houve uma aproximação satisfatória confirmando a influência sugerida pelos modelos avaliados. A comparação entre os três modelos não permitiu afirmar qual dos três modelos é mais eficaz para avaliação de equipes. Entretanto, é possível, sugerir que a combinação de elementos dos três modelos permitirá a construção de um processo eficaz e prático de avaliação de equipes.(AU)

Appraising Work Group Performance: New Productivity Opportunities in Hospitality Management

In - Appraising Work Group Performance: New Productivity Opportunities in Hospitality Management – a discussion by Mark R. Edwards, Associate Professor, College of Engineering, Arizona State University and Leslie Edwards Cummings, Assistant Professor, College of Hotel Administration University of Nevada, Las Vegas; the authors initially provide: “Employee group performance variation accounts for a significant portion of the degree of productivity in the hotel, motel, and food service sectors of the hospitality industry. The authors discuss TEAMSG, a microcomputer based approach to appraising and interpreting group performance. TEAMSG appraisal allows an organization to profile and to evaluate groups, facilitating the targeting of training and development decisions and interventions, as well as the more equitable distribution of organizational rewards.” “The caliber of employee group performance is a major determinant in an organization's productivity and success within the hotel and food service industries,” Edwards and Cummings say. “Gaining accurate information about the quality of performance of such groups as organizational divisions, individual functional departments, or work groups can be as enlightening...” the authors further reveal. This perspective is especially important not only for strategic human resources planning purposes, but also for diagnosing development needs and for differentially distributing organizational rewards.” The authors will have you know, employee requirements in an unpredictable environment, which is what the hospitality industry largely is, are difficult to quantify. In an effort to measure elements of performance Edwards and Cummings look to TEAMSG, which is an acronym for Team Evaluation and Management System for Groups. They develop the concept. In discussing background for employees, Edwards and Cummings point-out that employees - at the individual level - must often possess and exercise varied skills. In group circumstances employees often work at locations outside of, or move from corporate unit-to-unit, as in the case of a project team. Being able to transcend individual-to-group mentality is imperative. “A solution which addresses the frustration and lack of motivation on the part of the employee is to coach, develop, appraise, and reward employees on the basis of group achievement,” say the authors. “An appraisal, effectively developed and interpreted, has at least three functions,” Edwards and Cummings suggest, and go on to define them. The authors do place a great emphasis on rewards and interventions to bolster the assertion set forth in their thesis statement. Edwards and Cummings warn that individual agendas can threaten, erode, and undermine group performance; there is no - I - in TEAM.

Evaluating a School Community Linked Physical Activity Intervention Programme: a Multi-level Analysis.

Previous research has highlighted the importance of positive physical activity (PA) behaviors during childhood to promote sustained active lifestyles throughout the lifespan (Telama et al. 2005; 2014). It is in this context that the role of schools and teachers in facilitating PA education is promoted. Research suggests that teachers play an important role in the attitudes of children towards PA (Figley 1985) and schools may be an efficient vehicle for PA provision and promotion (McGinnis, Kanner and DeGraw, 1991; Wechsler, Deveraux, Davis and Collins, 2000). Yet despite consensus that schools represent an ideal setting from which to ‘reach’ young people (Department of Health and Human Services, UK, 2012) there remains conceptual (e.g. multi-component intervention) and methodological (e.g. duration, intensity, family involvement) ambiguity regarding the mechanisms of change claimed by PA intervention programmes. This may, in part, contribute to research findings that suggest that PA interventions have had limited impact on children’s overall activity levels and thereby limited impact in reducing children’s metabolic health (Metcalf, Henley & Wilkin, 2012). A marked criticism of the health promotion field has been the focus on behavioural change while failing to acknowledge the impact of context in influencing health outcomes (Golden & Earp, 2011). For years, the trans-theoretical model of behaviour change has been ‘the dominant model for health behaviour change’ (Armitage, 2009); this model focusses primarily on the individual and the psychology of the change process. Arguably, this model is limited by the individual’s decision-making ability and degree of self-efficacy in order to achieve sustained behavioural change and does not take account of external factors that may hinder their ability to realise change. Similar to the trans-theoretical model, socio-ecological models identify the individual at the focal point of change but also emphasises the importance of connecting multiple impacting variables, in particular, the connections between the social environment, the physical environment and public policy in facilitating behavioural change (REF). In this research, a social-ecological framework was used to connect the ways a PA intervention programme had an impact (or not) on participants, and to make explicit the foundational features of the programme that facilitated positive change. In this study, we examined the evaluation of a multi-agency approach to a PA intervention programme which aimed to increase physical activity, and awareness of the importance of physical activity to key stage 2 (age 7-12) pupils in three UK primary schools. The agencies involved were the local health authority, a community based charitable organisation, a local health administrative agency, and the city school district. In examining the impact of the intervention, we adopted a process evaluation model in order to better understand the mechanisms and context that facilitated change. Therefore, the aim of this evaluation was to describe the provision, process and impact of the intervention by 1) assessing changes in physical activity levels 2) assessing changes in the student’s attitudes towards physical activity, 3) examining student’s perceptions of the child size fitness equipment in school and their likelihood of using the equipment outside of school and 4) exploring staff perceptions, specifically the challenges and benefits, of facilitating equipment based exercise sessions in the school environment. Methodology, Methods, Research Instruments or Sources Used Evaluation of the intervention was designed as a matched-control study and was undertaken over a seven-month period. The school-based intervention involved 3 intervention schools (n =436; 224 boys) and one control school (n=123; 70 boys) in a low socioeconomic and multicultural urban setting. The PA intervention was separated into two phases: a motivation DVD and 10 days of circuit based exercise sessions (Phase 1) followed by a maintenance phase (Phase 2) that incorporated a PA reward program and the use of specialist kid’s gym equipment located at each school for a period of 4 wk. Outcome measures were measured at baseline (January) and endpoint (July; end of academic school year) using reliable and valid self-report measures. The children’s attitudes towards PA were assessed using the Children’s Attitudes towards Physical Activity (CATPA) questionnaire. The Physical Activity Questionnaire for Children (PAQ-C), a 7-day recall questionnaire, was used to assess PA levels over a school week. A standardised test battery (Fitnessgram®) was used to assess cardiovascular fitness, body composition, muscular strength and endurance, and flexibility. After the 4 wk period, similar kid’s equipment was available for general access at local community facilities. The control school did not receive any of the interventions. All physical fitness tests and PA questionnaires were administered and collected prior to the start of the intervention (January) and following the intervention period (July) by an independent evaluation team. Evaluation testing took place at the individual schools over 2-3 consecutive days (depending on the number of children to be tested at the school). Staff (n=19) and student perceptions (n = 436) of the child sized fitness equipment were assessed via questionnaires post-intervention. Students completed a questionnaire to assess enjoyment, usage, ease of use and equipment assess and usage in the community. A questionnaire assessed staff perceptions on the delivery of the exercise sessions, classroom engagement and student perceptions. Conclusions, Expected Outcomes or Findings Findings showed that both the intervention (16.4%) and control groups increased their PAQ-C score by post-intervention (p < 0.05); with the intervention (17.8%) and control (21.3%) boys showing the greatest increase in physical activity levels. At post-intervention, there was a 5.5% decline in the intervention girls’ attitudes toward PA in the aesthetic subdomains (p = 0.009); whereas the control boys had an increase in positive attitudes in the health domain (p = 0.003). No significant differences in attitudes towards physical activity were observed in any other domain for either group at post-intervention (p > 0.05). The results of the equipment questionnaire, 96% of the children stated they enjoyed using the equipment and would like to use the equipment again in the future; however at post-intervention only 27% reported using the equipment outside of school in the last 7 days. Students identified the ski walker (34%) and cycle (32%) as their favorite pieces of equipment; with the single joint exercises such as leg extension and bicep/tricep machine (<3%) as their least favorite. Key themes from staff were that the equipment sessions were enjoyable, a novel activity, children felt very grown-up, and the activity was linked to a real fitness experience. They also expressed the need for more support to deliver the sessions and more time required for each session. Findings from this study suggest that a more integrated approach within the various agencies is required, particularly more support to increase teachers pedagogical content knowledge in physical activity instruction which is age appropriate. Future recommendations for successful implementation include sufficient time period for all students to access and engage with the equipment; increased access and marketing of facilities to parents within the local community, and professional teacher support strategies to facilitate the exercise sessions.