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The purpose of the paper is to examine variables to be included in a measurement instrument which measures workplace learning related to recent research into quality management and brain functioning.

A literature review was conducted, investigating measures of workplace learning as well as the connections between brain functioning and management. Further studies will use the brain integration scale to compare levels of brain integration with measures of workplace learning.

The variables “empathy”, “presence and communication”, “continuity”, “influence”, “development”, “work-integrated learning” and “flow” were found to be relevant from the literature review to be tested for inclusion in the measurement instrument. A measurement model with these variables included has been developed.

This paper is conceptual in its nature. Empirical studies are needed to validate the propositions.

The proposed measurement instrument can be used by managers to gain insight into underlying mechanisms in the organizational culture that influence employees’ learning and potential for development. Thus, it can aid managers to achieve profound learning in their organizations, which is necessary for continuously maintaining high quality of products and services.

For society, the implementation of the proposed measurement instrument in companies could lead to better health and higher job satisfaction among employees.

Traditional ways of measuring working environment are rarely connected to brain functioning of the employees. Only requiring small resources, this approach adds to an understanding of underlying mechanisms.

The purpose of this paper is to explore possible connections between brain functioning and quality management.

Five central principles regarding brain functioning according to neuroscience are conceptually described and related to principles and major concepts in quality management with a special emphasis on Deming’s system of profound knowledge.

The principles are shown to be related in a profound way. The first principle of coherence is closely related to appreciation for a system. The principle of homeostatic feedback loops concerns events that disturb the equilibrium of a system and is related to knowledge about variation. Neural plasticity is related to a theory of knowledge. The last two principles involve emotional and cognitive contributions to decision-making. They are closely related to the element psychology and one of them could lead to a further development of Deming’s system of profound knowledge.

The paper adds to the understanding of the role brain integration has for success in quality management efforts. A limitation is that it is difficult to localise higher-order thinking in brain function. Nonetheless, the research is indicative and provocative as a window to stimulate research into the fundamental basis of quality management success.

The findings provide a deeper understanding of profound knowledge in quality management through relating it to how the brain is functioning, which is of value for quality managers and leaders striving for excellence for their organisations.

The connection of brain principles with Deming’s profound knowledge has not been elaborated in the literature before.

In this paper, research leading to quality management success is examined, elaborated, and highlighted in a new profound way by focusing on the most fundamental aspect of the human dimension, the brain. The purpose is to examine the relationship between brain functioning and quality management success. In this examination, the role of core values, profound organizational learning and values of quality management are explained.

The paper builds on a conceptual review of research in the areas of quality management success, values of quality management, core values and neurophysiology with focus on brain integration.

The relation of core values with brain functioning is described based on previous research. A framework with logical steps from brain integration, via core values, quality management values and quality management practices to quality management success is developed.

The paper adds to the understanding of the role brain integration has for success in quality management efforts. A limitation is that it only builds on previous research.

The findings provide a deeper understanding of quality management success and should thus be valuable for quality managers and leaders striving for excellence for their organisations.

The importance and crucial role of brain integration for quality management success has not been elaborated in the literature of quality management before.

The purpose of this paper is to outline brain structure and development, the relationship between environment and brain development and implications for practice.

The paper is based on a selected review of the literature and clinical experience.

While genetics determine the sequence of brain maturation, the nature of brain development and functioning is determined by the young child's caregiving environment, to which the developing brain constantly adapts. The absence of input during sensitive periods may lead to later reduced functioning. There is an undoubted immediate equivalence between every mind function – emotion, cognition, behaviour and brain activity, although the precise location of this in the brain is only very partially determinable, since brain connections and function are extremely complex.

This paper provides an overview of key issues in neurodevelopment relating to the development of young children, and implications for policy and practice.

For many years it has been speculated that some learning and attention problems in children are related to underlying problems in neurological functioning. In fact, the IDEA (1997) definition of learning disabilities utilizes terminology that specifically includes neurological processes and conditions: Specific learning disabilities means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, or of environmental, cultural, or economic disadvantage.This chapter begins with a review of the role of neuroimaging in advancing an understanding of the basis and nature of learning and attention problems. The ever-increasing sophistication of neurodiagnostic technology has made it possible to obtain more precise information about neuroanatomical and neurophysiological bases of behavior, including learning and attention. Advances in technology have greatly increased the ability to study the functioning of the brain during the performance of relatively complex mental activities. With this advanced technology it is becoming increasingly possible to visualize normal and abnormal brain functioning, including important components of basic academic skills. The chapter includes a discussion of the recent evidence about the neurological basis of learning and attention problems.

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.

Effective leadership is critical in driving innovation and success in organisations, particularly in today’s rapidly changing environment. However, achieving effective leadership at all levels of the organisation can be challenging. This chapter argues that understanding how the brain functions is essential for innovation leaders to achieve positive results and higher rates of success in their projects. By analysing relevant research on neuroscientific functioning patterns and developing interventions based on these foundations, this chapter establishes that the brain’s self-organising ability and cognitive processing systems offer valuable insights for effective innovation leadership. Based on neuroscientific evidence this chapter concludes that effective innovation leadership should focus on inviting others to engaged co-creation, rather than directing others to perform specific tasks as if they were ‘a prolonged arm’. Additionally, effective innovation leadership integrates insights from information processing in the brain by providing behavioural-oriented impulses that activate the brain, enabling individuals to maintain focus, restore motivation or emotional stability, enhance mood and confidence, and increase cognitive flexibility. Evidence-based interventions range from structured breaks to powernapping and walking. The importance of self-leadership is stressed throughout the chapter. By deriving solutions from an understanding of how the brain functions, interventions that may have been known for a long time can become evidence-based and optimised for use in organisations. Future research could explore the intersection of neuro- and behavioural science with leadership to further innovate organisational principles.

The purpose of this paper is to present a review as well as a synthesis of the extant literature in the field of Neurofinance. The paper has been divided into eight parts. The first and second parts introduce the paper and dwell upon the brain functions in financial decisions. Part three presents the origin of Neurofinance and part four explains the difference between traditional finance, behavioural finance and neurofinance. Part five and six of the paper look into the research studies in Neurofinance and their application. Part seven gives a brief discussion on the limitations of neurofinance studies and part eight gives the conclusion.

The existing body of academic literature pertinent to the domain of Neurofinance was reviewed so as to provide an integrated portrayal and synthesis of the current level of knowledge in this field. This paper covers the insights on the subject for developing a deeper understanding of the investor's psychology.

Neurofinance is a very young discipline. It tries to relate the brain processes to the investment behaviour. Most of the researches in the domain of neurofinance focus on trading behaviour. It would be interesting to explore the workings of the brain for other investment behaviours too like personal financial planning decisions, etc.

Neurofinance is emerging as an alternate field of study and practice and this paper is an attempt to look at the development of Neurofinance and its role in developing a better understanding of the investor behaviour.