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We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.

We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.

CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting students’ motivation and comprehension.

The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.

The aim of this randomised intervention study was to test the use of two counselling styles in reducing alcohol consumption in offenders who were hazardous drinkers and who had been charged with alcohol‐related offences. An additional aim was to evaluate the research process itself before embarking on a larger trial. Participants were recruited from a police custody suite in the south east of England and randomised to receive either a motivational interviewing brief intervention (MIBI) or a standard brief intervention (BI). The Alcohol Use Disorder Identification Test (AUDIT) was used to screen offenders for hazardous drinking. Participants were asked to complete a second AUDIT 12 weeks later. Two hundred offenders with alcohol‐related offences were screened over a 10‐month period. Of these, 182 were alcohol dependent and were therefore excluded from the study. Of the 18 who were eligible to enter the study, six refused to participate. Five were randomised to the MIBI group and seven into the BI group (BI). The mean age of the MIBI group was 25 (SD±3.86) years and the mean age of the BI group was 32.4 (SD±7.9). Audit scores were significantly lower at time 2 compared to time 1 for both intervention groups (t(11) = 17.60; p < 0.05). There was no significant difference between the different intervention groups.

With an increasing number of foreign enterprises operating in China, there is a need to focus on the motivation of Chinese workers in such enterprises, and the way that human resource management practices address Chinese work values and motivational factors. Problems of productivity and retention of employees have been reported which reflect on the ways foreign companies attempt to motivate Chinese employees, often relying on practices drawn from concepts which work in the West. This article first looks at such Western practices, explaining why they might not work in a Chinese context. Chinese work values and motivation are compared with these approaches and propositions advanced to indicate how Chinese employees may be motivated. These are then compared with current practices and attitudes within foreign firms and joint ventures in China. For the latter a study of 13 companies in Beijing is reported, and the efficacy of policies and practices is questioned. Recommendations include the need for organisations to affect structural and policy changes in the areas of rules and procedures, reward systems, corporate identity and career planning. The provision of appropriate expatriate manager training is also suggested.

This paper aims to draw on the key tenets of self-determination theory (SDT) to explore the possibility of deploying talent management (TM) as an inherently motivational process within the hospitality industry and examine the role of managers in leveraging it.

The study is rooted in social constructionism and uses qualitative methods and techniques to provide rich insights into employee perceptions and experiences of TM and related managerial attitudes and behaviours.

Although the current TM process is skewed towards performance outcomes, compelling evidence indicates variation in attempts to address employees’ motivational needs mediated by highly influential managerial attitudes and behaviours and importantly, suggests ample scope for embedding TM as an inherently motivational process.

The findings are based on a relatively small sample but can be extrapolated with moderation to the wider research context and other similar organisational settings.

The paper develops an operational framework which contains clear guidelines that can be effectively translated into practice keeping in view its potential benefits.

In line with SDT, the study foregrounds the social and relational context conducive to TM as a motivational process.

The paper is the first of its kind to conceptualise TM as an inherently motivational process via the systematic application of SDT and offers early empirical insights into the phenomenon, which can serve as a solid platform for further research.

Motivational interviewing (MI) has developed considerably since its inception, which may have led to diverse practice across contexts and differential understanding of core principles. Concept mapping is one potential method for offering insight into practitioner awareness, understanding and application of MI. The paper aims to discuss this issue.

In total, 29 professionals from a range of disciplines, including counselling, education and health, completed concept maps about MI, following brief training at the UK regional MI interest network. In total, 17 completed maps were submitted for analysis using quantitative and qualitative methods.

A total of 186 concepts and 175 propositional links were found within the 17 maps. The most commonly identified concepts were: change, empathy, collaboration, open-ended questions, affirmations, reflections, summaries (OARS), client centred and compassion. The concept maps also suggested differing levels of expertise across network members using concept mapping morphology classification.

The sample was small scale and located in one region of the UK. Maps were submitted anonymously meaning that participant data could not be matched to the maps.

Concept mapping is a potentially useful method for auditing practice and developing skills in MI, as well as exploring participants’ understanding of related concepts and therapeutic mechanisms.

MI has a strong evidence-based across a variety of disciplines and contexts. Refining practitioner skills in MI has implications for the integrity of delivery, and improved client outcomes in areas such as substance use, health promotion and educational disaffection.

This is the first study to investigate concept mapping as a means of understanding MI practice. It has potential implications for training, monitoring, supervision and development in MI practice.

The purpose of this study is to explore the relationship between management practices and manufacturing performance, based on evidence from India and Malaysia – two countries from the cultural area of Southern Asia.

The authors theorized by drawing not only on the strategic human resource management (SHRM) literature but also on cross-cultural research. A total of 233 leaders constituted this study’s sample: 96 production leaders from 16 Indian companies and 137 production leaders from 16 Malaysian companies participated in the survey.

Some of the high-performance work practices (HPWPs) were effective across India and Malaysia. The use of HPWPs in Indian culture led to better manufacturing performance than the use of HPWPs in Malaysian culture.

This study did not measure national culture itself but instead used a dummy-coded variable of country as its proxy. Not only can national culture explain varieties in management practices including HPWPs, but it can also interact with these practices to affect performance.

Indian and Malaysian managers can learn about their management practices from this, and they can learn about benefits they might bring to their workplaces if they manage through the use of HPWPs.

The authors’ research provides insight into the capability of national culture to moderate the relationship between HPWPs and manufacturing performance, even among two countries situated in the same region of Southern Asia.

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals and assumptions. Whereas psychological theory is meant to be broad and generalizable, educational practice must attend to individual and situational differences. For instance, a great deal of research suggests that mastery goal structures are related to desirable beliefs and behaviors. However, knowing that this is so does not help teachers know how to foster mastery goals in their classrooms and whether or how practices might vary given differences among students, developmental levels, and content areas. As Patrick (2004) noted, the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal structure is either manifested or communicated to students. Although it makes theoretical sense to provide “appropriate challenge” to students, how a teacher adapts that principle to students with a range of abilities and attitudes, from challenge seekers to avoiders, is not obvious. Research can provide only a general theoretical heuristic for understanding tendencies and does not necessarily explain individuals' behavior over time (Turner & Patrick, 2004). For motivational research to be meaningful and useful to educators, it needs to help them interpret student behavior as specific responses to specific sets of circumstances. Pajares (2007) expressed this well when he noted:Research findings … drawn from educational psychology broadly, and motivation theory and research in particular are bounded by a host of situated, cultural factors that must be attended to if the constructs themselves are to have any, as William James (1907/1975) termed it, practical, or cash, value. (p. 30)Therefore, in its present form, theory may not appear useful to teachers because of its seeming lack of specificity. These issues apply to all current theories of motivation.

The purpose of this paper is to determine the effects of head teachers’ motivational practices on teacher performance in public secondary schools in Kenya. The objectives of the study: to determine the influence of staff recognition; shared leadership by teachers; participation in staff development programmes; and head teachers’ support for the teachers on performance.

The study design was descriptive survey involving 186 teachers and 32 head teachers from Koibatek district. The instruments comprised of a questionnaire and an interview guide. Data were analysed using descriptive statistics, and presented using tables and pie charts.

Recognition of teachers and good working conditions enhance teachers’ performance. Shared leadership between teachers and head teachers has a positive effect on teacher performance Teachers’ professional growth enhances performance. The teachers who receive head teachers’ support such as teaching materials are more motivated enhancing performance.

Administrators of schools should often recognize teachers. The Board of Management, Teachers Service Commission, and head teachers should provide opportunities for shared leadership. The Quality Assurance and Standard (QAS) Directorate, need funds to engage teachers in in-service courses.

Teachers should be supported by providing teaching resources and ICT, and be given opportunities for advancement by government agencies.

Teachers should be recognized through appreciation and other incentives during prize giving days and assemblies. Teachers be given responsibilities and freedom to act to develop abilities.

The research shows teacher motivation as a means of enhancing performance for quality management.

Customer value creation is dependent on a firm’s capacity to fulfil its brand promises and value propositions. The purpose of this paper is to explore frontline employees’ (FLEs’) motivation to align with value propositions.

The paper explores FLEs’ motivation to align with a firm’s value propositions as operationalised brand promises. A longitudinal, three-phase case study was conducted on a business-to-business company in the building and technical trade sector.

This study reveals factors that foster and weaken employees’ motivation to align with a firm’s brand promises and value propositions. The findings show that co-activity and authentic, practice-driven promises and value propositions foster FLEs’ motivation to uphold brand promises and value propositions, whereas an objectifying stance and power struggle weaken their motivation.

The study indicates that a bottom-up approach to strategising is needed and that FLE is to be engaged in traditional managerial domains, such as in developing value propositions. By creating space and agency for FLE in the strategising process, their motivation to align with value propositions is fostered. Four motivational modes are suggested to support bottom-up strategising.

The paper is unique in its focus on FLEs’ motivation. Developing value propositions traditionally falls within the domain of management strategising, while employees are ascribed the role of enactment. Contrary to the established norm, this paper highlights employees’ active role in strategising and developing value propositions.

This study explicitly examines how Hofstede's cultural dimensions moderate the relationship between nonmonetary motivation factors and performance.

Through the simple random sampling technique, the hypotheses were tested with a sample of 604 employees from a mobile telecommunication company operating in both China and Ghana, two countries that represent two same and opposite cultural poles on Hofstede's cultural dimensions.

The results point that employee motives such as relationship, supervision, challenging work and achievement are moderated by cultural values. Whilst employees with high power distance cultural values are highly motivated by high supervision, those with low individualistic cultural values are highly motivated by high relationship. The results also depict that whilst the interaction effects between supervision and power distance and relationship and individualism on performance were marginal for both China and Ghana samples, the interaction effect of achievement and masculinity as well as challenging work and uncertainty avoidance on performance had great differences due to the different cultural values for the two countries.

This study implies that, as organizations are devising strategies to lower personnel costs in a recessionary period, there is the need to redesign motivation factors that go beyond monetary means and based on the cultural background of an employee in order to improve performance.

This is one of the few studies that focused on nonmonetary motives from a cultural management perspective with samples from emerging economies.