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1 – 10 of over 3000Graeme H. Coetzer and Richard Trimble
The purpose of this paper is to examine the impact of adult attention deficit on team members, the relationships between team members, the task performance dynamics within teams…
Abstract
Purpose
The purpose of this paper is to examine the impact of adult attention deficit on team members, the relationships between team members, the task performance dynamics within teams and team member performance.
Design/methodology/approach
A total of 304 management students working in self managing project teams completed measures of adult attention deficit, difficulty with necessary tasks, general independence, extraordinary reliance on team mates and acceptance of reliance on team mates. A measure of a team member's performance was completed by the other team members upon completion of the team project. Product moment correlations were used to examine associations between the measures, and partial correlations were used to test for mediation effects. The Williams T2 test was used to test for significant differences in correlations between adult attention deficit and related variables.
Findings
Adult attention deficit interferes with the ability to perform necessary tasks and constrains the achievement of a general sense of independence. The disorder also promotes extraordinary reliance on team mates and constrains team member performance. Although the disorder promotes extraordinary reliance on team mates, it promotes acceptance of such reliance to a much lesser extent.
Research limitations/implications
Future research needs to sample a variety of workplace teams. Testing the hypotheses on new samples will also help to confirm the validity and reliability of the measures developed for this study.
Practical implications
Organizations that are increasingly reliant on the performance of employee teams need to be more aware of the influence of adult attention deficit on team members, their relationships with other team members and their performance. Providing individual training and team interventions that target the cognitive, emotional and behavioral capacity for completing necessary tasks is especially important for team members afflicted with the disorder.
Originality/value
This is the first study to examine the relationship between adult attention deficit, reliance on other team members and team member performance. This research is of value to researchers, organizational development specialists, managers and team members who are trying to improve the performance of team members with adult attention deficit.
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Graeme H. Coetzer and Richard Trimble
A recent national survey of the US workforce suggests that adult attention related disorders are producing a wide range of negative outcomes in the workplace. The symptoms…
Abstract
A recent national survey of the US workforce suggests that adult attention related disorders are producing a wide range of negative outcomes in the workplace. The symptoms typically associated with the disorder (difficulties with activation, concentration, effort, emotional interference and accessing memory) suggest that team work may represent a problematic situation for adults with the disorder. Subjects were one hundred and fifty‐five student teams (subjects=628) from universities in both Canada and the United States. The study begins by confirming a hypothesis arising out of previous qualitative research that team members with adult attention deficit have relatively greater difficulty with necessary but uninteresting tasks. The hypothesis that team members with the disorder will be extraordinarily reliant on their teammates was also supported. The need to secure situations of particular fit, and to do so without undermining the support of fellow teammates, suggests that cooperative conflict management styles are especially important for clinical AAD vs. non‐clinical team members. The specific hypotheses, that cooperative styles (problem solving and compromising) are especially important for producing positive team experiences/expectations and efficacy for working in teams, were supported. Future research needs to sample more workplace teams.
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Introduction‐Attention Deficit/Hyperactivity Disorder Do you have trouble concentrating in meetings? Do you find yourself forgetting what you just read? Do you constantly fight a…
Abstract
Introduction‐Attention Deficit/Hyperactivity Disorder Do you have trouble concentrating in meetings? Do you find yourself forgetting what you just read? Do you constantly fight a losing battle at “getting organised”? Do you become “depressed” too often?
– The purpose of this paper is to examine the relationship between adult attention deficit (AAD) and the operational effectiveness of project managers (OEPM).
Abstract
Purpose
The purpose of this paper is to examine the relationship between adult attention deficit (AAD) and the operational effectiveness of project managers (OEPM).
Design/methodology/approach
In total, 160 actively employed business graduate students participated in a business course where they were assigned to four person project teams responsible for completing a major business project. The project contained four sub-projects each of which was managed by a different team member. At the end of the semester each team member rated the others on their operational effectiveness as a project manager. Each subject identified a close associate who completed an observer version of the Brown Attention Deficit Scale. Product moment correlations were used to test the hypotheses that AAD and each of the symptom clusters are negatively associated with OEPM. Simultaneous linear regression was used to test the hypothesis that difficulties activating and organizing to work (DAOW) is uniquely associated with OEPM after controlling for the influence of all the other symptom clusters.
Findings
AAD and each of the symptom clusters is negatively associated with OEPM, and DAOW is uniquely associated with OEPM.
Research limitations/implications
Research study is limited by use of an indirect work sample (working graduate students) and future research requires direct workplace samples of project managers. The influence of creativity within the relationship between AAD and project management effectiveness requires further investigation and may reveal beneficial aspects of the disorder.
Practical implications
Individuals and organizations wanting to ensure timely and successful completion of key tasks and projects need to be aware of the influence of AAD on OEPM. The provision of intensive project management training/coaching, regular performance feedback, project management tools and an organized work space free of distractions is suggested for disordered project managers. Disordered project managers are especially vulnerable during the task activation and organization phase which may be addressed through the use of peer coaching and constructive team support. The effective design and management of project teams represents a significant opportunity for distributing the potential creative benefits of the disorder while managing the deficits. Pairing disordered employees with coworkers who are less creative but have better administrative skills may be mutually beneficial. Employee assistance programs that raise awareness and provide access to assessment are an important part of multimodal management of the disorder.
Social implications
Increasing social, economic and legal pressures to provide reasonable accommodation for functional but disordered employees, be more inclusive and take appropriate advantage of employee diversity underscores the general social value of this research.
Originality/value
This research study is the first examination of the influence of AAD within the nomological network that determines project manager effectiveness. The results are of value to researchers, organizational development specialists, human resource management specialists, managers and employees who are seeking effective multimodal management of the disorder in the workplace.
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The purpose of this paper is to conduct an empirical examination of the mediating influence of time management (TM) on relationship between adult attention deficit (AAD) and role…
Abstract
Purpose
The purpose of this paper is to conduct an empirical examination of the mediating influence of time management (TM) on relationship between adult attention deficit (AAD) and role stress (RS).
Design/methodology/approach
In total, 117 actively employed business graduate students completed a self-report measure of RS and identified two close associates, one of which completed an observer version of the Brown Attention Deficit Scale while the other complete an observer version of a TM measure. Product moment correlations were used to test the hypotheses that AAD, TM and RS were associated. The Sobel test of mediation was used to test the hypothesis that TM mediated the relationship between AAD and RS.
Findings
AAD, TM and RS are associated with each other and TM partially mediates the relationship between AAD and RS.
Research limitations/implications
Research study is limited by a measure of AAD that may not fully represent all the key symptom clusters and an indirect workplace sample. Further investigation of AAD symptoms, including potentially positive manifestations like entre/intrapreneurial cognition and behavior, is required to stabilize the content, structure and measurement of the construct.
Practical implications
Organizations wishing to ensure timely completion of tasks and limit disruptive RS need to be aware of the influence of AAD. The provision of TM training, productivity management tools and an organized work space free of distractions is suggested for disordered employees. Various forms of organizational coaching including a peer coaching system may help disordered employees better manage both their time and their role. The effective design and management of teams represents a significant opportunity for effectively distributing the potential benefits of the disorder while managing deficits like poor TM and increased RS. Organizational development interventions that focus on TM and role (re)negotiation are suggested. Employee assistance programs that raise awareness and provide access to assessment are an important part of multimodal management of the disorder.
Social implications
Increasing social, economic and legal pressures to provide reasonable accommodation for functional but disordered employees and take appropriate advantage of employee diversity underscores the general social value of this research.
Originality/value
This research study is the first empirical examination of the mediating influence of TM on the relationship between AAD and RS. The results are of value to researchers, organizational development specialists, human resource management specialists, managers and employees who are seeking effective multimodal management of the disorder in the workplace.
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Ana Miranda, María Jesús Presentación, Rebeca Siegenthaler, Carla Colomer and Vicente Pinto
Comorbidity of attention deficit hyperactivity disorder (ADHD) and reading disabilities (RD) is greater than what would occur by chance. Considering the well-documented adverse…
Abstract
Comorbidity of attention deficit hyperactivity disorder (ADHD) and reading disabilities (RD) is greater than what would occur by chance. Considering the well-documented adverse impact of both ADHD and RD on development, the presence of both conditions may lead to particularly poor outcomes for affected people. This chapter, which reviews 43 research studies carried out in the last decade that have focused on the link between ADHD and RD, is divided into two broad nuclei of contents. First, studies are described that contribute information about characteristics of the comorbid phenotype. Second, studies related to procedures directed toward evaluation and intervention in this problem are analyzed. The review carried out does not make it possible to extract definitive results on the exact nature of ADHD and RD comorbidity or, even less, reach conclusions about its causes. However, the literature-based evidence shows a cognitive profile of ADHD+RD characterized by failure of various functions that can produce more severe functional deficits and worse neuropsychological, academic, and behavioral outcomes. Furthermore, the analysis of the set of results from the studies shows a limited efficacy of pharmacological and psychopedagogical treatments, and highlights the need for continued research on this topic. From a clinical and educational standpoint, the conclusions derived from this review underline the importance of performing an exhaustive evaluation of children and adolescents with symptoms of ADHD and/or RD, in order to be able to plan interventions with greater possibilities of success in each case.
Michelle Heyman, Megan Ledoux Galligan, Giselle Berenice Salinas, Elizabeth Baker, Jan Blacher and Katherine Stavropoulos
Professionals working with community populations are often presented with complicated cases where it is difficult to determine which diagnosis or diagnoses are appropriate…
Abstract
Purpose
Professionals working with community populations are often presented with complicated cases where it is difficult to determine which diagnosis or diagnoses are appropriate. Differentiating among neurodevelopmental disorders such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder and intellectual disability can be a complex process, especially, as these disorders have some overlapping symptoms and often co-occur in young children. This series of case studies aims to present commonly overlapping symptoms in children who present to clinics with developmental concerns.
Design/methodology/approach
This paper presents three case studies that were completed at a free community ASD screening clinic in Southern California.
Findings
The case studies have common presenting behaviors and symptoms (e.g. social communication difficulties) that often co-occur across diagnoses; explanations for the final diagnoses are given in each case.
Research limitations/implications
Conclusions from these three cases cannot generalize to all children being seen in clinics for neurodevelopmental concerns.
Practical implications
This series of case studies highlights commonly overlapping symptoms in children who present for differential diagnosis with social and/or behavioral concerns. Implications for educational placement and intervention are discussed.
Social implications
These cases highlight the challenges involved in the differential and dual diagnostic process for young children with developmental concerns. Diagnostic considerations can affect later educational placement and opportunities for socialization.
Originality/value
This series of case studies provide practical information for clinicians about how to effectively differentiate between commonly occurring neurodevelopmental disorders, particularly given recent changes to the Diagnostic and Statistical Manual, 5th edition (DSM-5).
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Lay people might disagree with the ‘formal’ knowledge of medicine produced in medical schools and the internet has provided an opportunity for them to present their ideas…
Abstract
Lay people might disagree with the ‘formal’ knowledge of medicine produced in medical schools and the internet has provided an opportunity for them to present their ideas. Attention deficit hyperactivity disorder (ADHD) is a new concept and has always been a controversial topic. Many people are presenting their views regarding ADHD on the web. This article explores a sample of ADHD‐related materials found by Google and evaluates the possible effects that different voices may have on ‘formal’ knowledge.
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Graeme H. Coetzer and Lynn Richmond
The purpose of this research is to investigate the relationship between adult attention deficit and efficacy for working in teams.
Abstract
Purpose
The purpose of this research is to investigate the relationship between adult attention deficit and efficacy for working in teams.
Design/methodology/approach
A total of 181 management students working in short term project teams (13 weeks) completed established assessments of efficacy for working in teams and a multi‐dimensional measure of adult attention deficit. The hypotheses were tested using product moment correlations and multiple regression.
Findings
Multiple regression provided support for the general hypothesis that adult attention deficit predicts lower efficacy for working in teams (F(5, 176) = 7.31, p=0.00). All dimensions of adult attention deficit were significantly correlated with efficacy for teamwork (r = −0.20 to −0.41), and the hypothesis that difficulty managing emotional interference uniquely predicts efficacy for teamwork was supported (β: p=0.000).
Research limitations/implications
Future research needs to include a variety of workplace teams.
Practical implications
The strength of the results suggests that organizations implementing work teams need to be more aware of the effect of adult attention deficit on team member confidence and ability. Organizational development practices need to include interventions that assist the members with adult attention deficit.
Originality/value
This research helps to raise awareness of the relationship between adult attention deficit and key organizational behaviors. This research is of value to researchers, managers, organizational development specialists and employees who are trying to develop effective ways of supporting employees who are struggling with adult attention deficit.
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April L. Mustian and Yojanna Cuenca-Sanchez
Students with emotional and behavioral disorders (EBD) are one of the most underserved populations in today's schools (Kauffman, Mock, & Simpson, 2011). Many of these students…
Abstract
Students with emotional and behavioral disorders (EBD) are one of the most underserved populations in today's schools (Kauffman, Mock, & Simpson, 2011). Many of these students also have additional disabilities in conjunction with an EBD identification, such as Learning Disabilities (LD), Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), or Obsessive Compulsive Disorder (OCD), among other psychiatric disorders (Henley, Ramsey, & Algozzine, 2009; Kauffman, 2005).
Because the identification of EBD examines behaviors that tend to be more subjective in nature than other disabilities and because these pervasive behaviors are manifested in a variety of forms, EBD is one of the most misidentified disability categories (Skiba, Poloni-Staudinger, Gallini, Simmons, & Feggins-Azziz, 2006). For students with EBD, the behavior(s) they exhibit contribute to learning difficulties in multiple academic and functional areas. This chapter provides in-depth information on the common characteristics and behavioral dimensions of this population. Additionally, the in-school performance and long-term outcomes of students with EBD are discussed.
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