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Situational judgment tests (SJTs) are widely used in personnel selection but have not been empirically explored as methods of training design. The purpose of this paper is to evaluate SJT-based training as a workplace training design method which utilizes active learning and structured feedback to enhance learning of both procedural and declarative knowledge.

Volunteers (n=416) were randomly assigned to full-length lecture-based training or abbreviated lecture-based training followed by 15 minutes of SJT-based training. Knowledge of training content was assessed at pre-test and three weeks after training.

SJT-based trainees showed greater improvement on declarative and procedural knowledge than those in traditional training.

The results indicate that integrating the SJT methodology into training delivery may lead to greater mastery of declarative and procedural knowledge relative to exclusive use of lecture-based training methods.

Findings suggest that the relatively inexpensive, low-fidelity scenario-based training methodology the authors detail may increase retention of training material compared to more traditional training methods.

This is the first study to incorporate SJT methodology into the design of training content and to demonstrate that such content can produce greater retention of both declarative and procedural content.

The purpose of this study is to investigate how employee need relates to rewards and employee perceptions of fairness within an organization in the USA using a pay-for-performance system.

To evaluate the presence of a relationship between employee need and reward allocation in a pay-for-performance system, a questionnaire was administered to a sample of 292 employees from two departments at an academic medical center.

The findings highlight the positive relationship between employee need and reward allocation that remains when controlling for employee performance evaluation ratings. Findings further show that employee communication with the manager about need explains this relationship.

The findings make two important contributions to research on reward allocation and performance management. First, the results show employee need is related to the allocation of rewards in organizational settings outside of collectivistic cultures or developing countries. Second, by demonstrating the role of employee communication with managers about need within the relationship between employee need and reward allocation, the paper provides a more detailed understanding of additional factors related to compensation decisions in a pay-for-performance system.

Little research has explored the relationship between employee need and reward decisions at an individual level in organizational settings within individualistic cultures. The findings from this study address this gap by establishing the presence of this relationship in a pay-for-performance reward-based organization with service-based values. This finding is timely due to the current economic downturn experienced by organizations, and thereby the level of employee need observed in Western individualistic cultures.

The purpose of this paper is to summarize the limited body of research that focuses on the efficacy of sexual orientation anti-discrimination legislation in reducing discrimination.

Reviews past research that documents overt and subtle forms of workplace discrimination against gay, lesbian, and bisexual individuals and describes how legislation plays an important role in changing social norms and underlying attitudes.

Empirically demonstrates that legislation effectively can reduce discrimination.

Informs legislative debate and promotes the expansion and adoption of national, state, and local legislation on sexual orientation anti-discrimination legislation.

Building on past studies of library privacy policies, this review looks at how privacy information is shared at universities and colleges in the state of Florida. Beyond the question of whether a library-specific privacy policy exists, this review evaluates what is covered in the policies – whether topics such as how student data is stored, retained, de-identified and disposed of are broached in the statements, and whether specific data sets covering instruction, reference and surveillance are mentioned. The purpose of this study is to open the door to directed exploration into student awareness of privacy policies and spark conversation about positionality of libraries regarding privacy.

This review was done using a cross-sectional study design through observation of public-facing library privacy policies of higher education institutions in Florida.

Findings include that the majority of Florida academic libraries do not have a public-facing privacy policy. Only 15 out of the 70 schools reviewed had one. A large portion of those came from doctoral universities with associate’s colleges having none, and baccalaureate/associate’s colleges having only two. The policies that were in place tended to be institution-centered rather than patron-centered. Most categories of listed data collected were in the area of collections, website or computer usage.

The value of this review is that it adds to the literature studying privacy policies in academic libraries. Going forward, this research could address statewide practice in privacy policies as well as helping to lay pathways for working with students and other library patrons to gauge their interests and concerns about privacy.

This chapter explores how TESOL teacher educators used self-study to respond to educational policies for emergent bilingual learners (BLs) and their teachers. The purpose was to examine tensions, challenges, and opportunities in our efforts as teacher educators to prepare teachers to teach BLs in mainstream classes through a state-mandated sheltered English instruction (SEI) course. Data sources, including emails, course artifacts, meeting agendas, and journals, pre and post surveys and course assignments were analyzed using mixed methods. Practitioners and participants agreed one SEI course is insufficient. In a coherent approach to preparing mainstream teachers to teach language, learning would be reinforced from coursework to the classroom. Without self-studies that provide an informed response to external policies that shape teacher education, the danger is new policies result in no substantive change.

This chapter discusses the application of community informatics (CI) principles in the rural Southern and Central Appalachian (SCA) region to further the teaching of information and communication technologies (ICT) literacy concepts in courses that formed part of two externally funded grants, “Information Technology Rural Librarian Master’s Scholarship Program Part I” (ITRL) and “Part II” (ITRL2), awarded by the Institute of Museum and Library Services’ (IMLS) Laura Bush 21st Century Librarian Program to the School of Information Sciences (SIS) at the University of Tennessee (UT).

The chapter documents ICT use in ITRL and ITRL2 to extend librarian technology literacy training, allowing these public information providers to become change agents in the twenty-first century. It discusses aspects of CI that influenced these two projects and shaped the training of future rural library leaders embedded in traditionally underrepresented areas to further social justice and progressive changes in the region’s rural communities.

The chapter demonstrates the role that CI principles played in the context of ITRL and ITRL2 from project inception to the graduation of the rural librarians with examples of tangible IT services/products that the students developed in their courses that were directly applicable and tailored to their SCA contexts.

ITRL and ITRL2 provided a unique opportunity to apply a CI approach to train information librarians as agents of change in the SCA regions to further economic and cultural development via technology and management competencies. These change agents will continue to play a significant role in community building and community development efforts in the future.

The Milk and Cream Standards Committee, of which Lord WENLOCK is Chairman, have commenced to take evidence, and at the outset have been met by the difficulty which must necessarily attach to the fixing of a legal standard for most food products. The problem, which is applicable also to other food materials, is to fix a standard for milk, cream and butter which shall be fair and just both to the producer and the consumer. The variation in the composition of these and other food products is well known to be such that, while standards may be arrived at which will make for the protection of the public against the supply of grossly‐adulterated articles, standards which shall insure the supply of articles of good quality cannot possibly be established by legal enactments. If the Committee has not yet arrived at this conclusion we can safely predict that they will be compelled to do so. A legal standard must necessarily be the lowest which can possibly be established, in order to avoid doing injustice to producers and vendors. The labours of the Committee will no doubt have a good effect in certain directions, but they cannot result in affording protection and support to the vendor of superior products as against the vendor of inferior ones and as against the vendor of products which are brought down by adulteration to the lowest legal limits. Neither the labours of this committee nor of any similar committee appointed in the future can result in the establishment of standards which will give a guarantee to the consumer that he is receiving a product which has not been tampered with and which is of high, or even of fair, quality.

The purpose of this paper is to reflect on hospitality management education from a “practice epistemology” and discuss how a connecting of savoir (theoretical knowledge or “knowing”), savoir-faire (knowing how to do tasks, i.e. task-related skills) and savoir-être (knowing how to be, i.e. behavior) can develop into practical knowledge.

The purpose of the paper is achieved through novel reading of the literature on practical knowledge and formativeness applied to a higher education context.

The paper suggests that it is only through the creation of context that a sensation of practicing for students can be provided, which ultimately may lead to practical knowledge. Context must be actively created through situations that invite participation to explore the logic of practice. Therefore, savoir should be treated as “organizing knowing” and savoir-faire and savoir-être as “practicing knowing” to do and to be, respectively. The terms savoir, savoir-faire and savoir-être were chosen for this paper, as they were the common reference terms used in hospitality (master-) apprenticeship systems in Europe.

The value of the paper is a personal reflection on a practice epistemology for hospitality management education from the perspective of two academic faculty members who have been practitioners in the hospitality industry and who regularly teach hospitality executives.

Developments in the technology of electronic transmission of information are rapidly transforming the tools available to the general public for gathering information about current events. Direct access to news and retrieval of bibliographic information pertaining to traditional printed news sources are a daily reality for a growing number of individuals, on the job, at home, through personal computer terminals or at libraries. The purpose of this paper is to examine the characteristics of electronic databases providing access to news, as well as applications of these tools to various library settings.