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The purpose of this paper is to provide a commentary on “Developing and Refining a Process to Improve Teacher Engagement with the Performance Management System in a School Setting” and to extend the conversation around the use of organisational behavioural management in services.

This commentary focuses on the work conducted by Hawkins et al. (2022) in a school for autistic students who are also diagnosed with a learning disability.

The strengths and limitations of this research study are highlighted, and some suggestions are provided for future research.

This paper offers a valuable account of how organisational behavioural management can be used to help educational services produce better outcomes for the students while also empowering teachers.

The purpose of this study was to review and make changes to the performance management process in place for teachers in a school for autistic children with learning disabilities. The performance management process consisted of line managers setting targets for their staff and points were given for targets met. Targets were related to improving outcomes for the children in the school. Teacher engagement in the performance management process was measured by the number of teachers reporting their points monthly and the number of points earned monthly.

The PDC (Austin, 2000) was conducted to determine changes to the process to improve teacher engagement with the performance management system. These changes to the performance management process consisted of an antecedent and information intervention (flowchart implemented summarising performance management process), equipment and processes interventions (change to graphing requirement, set rolling targets implemented) and consequence interventions (teachers set rolling targets to meet with their line manager regularly and to report on targets met monthly).

The number of teachers completing and submitting monthly summary forms increased following the changes made to the performance management process. The average number of points received increased significantly during the intervention. The intervention implemented following the use of the PDC led to increased teacher engagement in the performance management process and thus potentially improved the outcomes for the children within the school.

The PDC is a fairly simple tool to use to identify solutions to problems in the workplace. The procedure used herein is replicable across many settings and different workplace issues.

The purpose of this paper is to assess the behavioral barriers to sustainable action in a campus community.

This paper reports three different methodological approaches to the assessment of behavioral barriers to sustainable actions on a college campus. Focus groups and surveys were used to assess campus members’ opinions about the barriers that limit sustainable behaviors on campus. After identifying general barriers, behavioral assessment was used to assess specific barriers to energy conservation in a target location on campus and to develop an intervention to reduce energy use for that location.

Across methodologies, four key behavioral barriers to sustainable actions were consistently reported: communication/awareness, inconvenience, financial concerns and lack of engagement. The intervention that was developed targeted the barriers of communication issues and lack of awareness and resulted in reduced energy use for a target campus location.

This paper highlights the value of assessing barriers to ongoing sustainability efforts using multiple methods and using this information to develop an intervention to foster behavioral change. The paper also highlights strategies that have been implemented to address some of the barriers which were identified.

Influencing the work behaviour of subordinates is an essential part of a manager's job. It requires skill, and can be seen as a basic leadership activity. However, appropriate influence depends on more than interacting skilfully with subordinates. As Schein states, to deal with the complexities of human behaviour, “the successful manager must be a good diagnostician and must value a spirit of enquiry”. That is, a manager in attempting to remedy some performance problem needs to be able to identify the probable causes of the problem and the relevant actions required for its solution. In order to achieve successful solutions, valid causes of the problem behaviour need to be found, followed by appropriate remedial actions. This requires an understanding of the range of factors which can influence work behaviour.

Assessment of complex clinical skills and abilities is a challenge in mental health education. In the present study, an objective structured clinical examination (OSCE) was adapted to psychology and implemented in a Master in Psychology program. The purpose of the present study was to examine aspects of validity of this OSCE.

A total of 55 students enrolled in the Master in the Psychology program at Umeå University, Sweden, participated in two OSCE occasions. In addition to OSCE data, questionnaires were administered immediately after the OSCE to students (n = 18) and examiners (n = 13) to examine their perceptions of the OSCE.

The results provided support for different aspects of validity. The level of internal consistency was close to acceptable, and there was a good correspondence between global ratings and checklist scores for many stations. However, adding an additional category to the global rating scale and reviewing some of the station checklists might improve the assessment further. The present cut-score of the OSCE was comparable to a cut-score set by the borderline regression model. In general, students and examiners perceived the OSCE as a high-quality examination, although examiners raised some issues that could improve the OSCE further.

In conclusion, OSCE is a promising assessment in psychology, both from a psychometric perspective and from a test-taker and examiner perspective. The present study is an important contribution to the field as there are only a few examples where OSCE has been used in clinical psychology, and to the best of the authors’ knowledge, this paper is the first to evaluate the validity of such an assessment.

Instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skills. Focuses on printed forms of instructional materials and provides detailed information, including examples, on five types of job performance aids, three types of instruction sheets, and two types of modules. Checklists of considerations that affect the quality of finished products are also provided. Job performance aids (JPAs)provide procedural or factual guidance in the performance of tasks. They store essential details in a variety of functional forms for use just before or during task performance. Research shows that JPAs are a cost‐effective supplement or alternative to training. They reduce the time needed to master task performance and facilitate the transfer of learning from the training setting to the job. Instruction sheets assure that all trainees have the same complete and accurate information for performing practical work and for completing assignments. These sheets also help manage large groups of trainees with diverse abilities who are working simultaneously at several different tasks. Modules are carefully structured documents which facilitate self‐directed and self‐paced learning. While their components may vary, modules typically include learning objectives, an introduction, instructional content, directions, learning activities, and test questions with feedback answers. With modules, trainees assume personal responsibility for their progress. Regardless of the care used in their preparation, all types of instructional materials must be evaluated prior to general use. Presents a comprehensive quality control procedure for confirming effectiveness and value. This was prepared to enhance both formal classroom instruction and individual study. Figures, tables, checklists, appendices, and a glossary of keywords and terms, supplement the text in explaining the content.

The purpose of this research was to develop new sustainability indicators consistent with the sand mould casting industry, through benchmarking of cleaner production (CP), in order to identify the levels of practice and performance of companies of the casting sector. In addition, a lean manufacturing checklist was specified in order to verify the presence of lean manufacturing techniques employed to eliminate waste towards CP. No previous work was found in the literature that attempts to assess practices and performance of companies performing sand mould casting (a significantly polluting manufacturing process) in the context of CP and lean manufacturing.

For the application of this benchmarking, nine companies from the sand mould casting sector were studied, where the profile of each company was analysed through eight variables and 47 indicators. Data was obtained through face-to-face visits and questionnaire application in the companies, and the data was analysed both quantitatively and qualitatively.

The results obtained were the diagnosis of companies' practices and performance resulting from their position in the benchmarking charts, as well as the identification of the areas in which companies should implement improvements aiming at achieving CP.

This research was developed specifically for sand mould casting companies, and each process has its own characteristics

14 companies were invited to participate in this survey, but nine companies agreed to participate. Unfortunately, there were companies that declined to participate in the survey.

It is important to diagnose casting companies regarding CP practices, performance and deployment potential. Thus, important negative issues in the company can be identified, and with this information, they can develop actions focussed on cases that need more attention. In addition, this work contributes to evaluate the relationship and efficiency of improvement actions developed by companies in the context of both lean manufacturing and CP, aiming to reduce or eliminate the environmental impact. The improvement of practices and performance of a company regarding CP is considered to be beneficial to supply chain management in the context of sustainability, as the other participating companies are likely to seek ways to reduce environmental impact, and the diagnostics provided by this work may also be used by those companies.

The purpose of this paper is to propose and describe a method that uses recurrent problems to increase the efficiency and effectiveness of the diagnosis of new product development (NPD) processes and supports the identification of improvement opportunities. The proposed method, called Diagile, is based on recurrent current reality trees (CRTs) and is a new way of building CRTs that includes best project management practices, and the identification and prioritization of improvement opportunities. To support the execution of the method, recurrent problems were identified and a computational tool to aid the diagnosis, a database of improvement opportunities and an automated spreadsheet to prioritize improvement projects were developed.

The proposed method was evaluated through a controlled experiment at a multinational manufacturer of office supplies.

The results achieved confirm that the use of the Diagile method increases the diagnostic efficiency and effectiveness when compared to diagnoses performed by the traditional CRT method.

The validity of the method must be tested on a larger scale, since this work involved only one controlled experiment for this purpose. The experiment involved the participation of postgraduate research assistants, who cannot be considered specialists in the diagnosis of NPD. One could question whether the method will be as helpful for proficient users as well. The authors did not have proficient users available to run the experiment. However, the authors believe that such a specialist would save time in carrying out a diagnosis with Diagile, and also be more effective in validating the diagnosis. However, this assumption could not be tested here and can therefore be considered a limiting factor of the experiment. Nevertheless, the positive results of the evaluations of the companies and users of the two case studies corroborate the statement that the objective of this work was attained.

The greater efficiency and effectiveness provided by the proposed Diagile method was also evident in the identification and prioritization of improvement opportunities. The experimental group drew up a more relevant and coherent list of improvement projects than the control group, and provided documentation for these projects in the form of project charts. The authors believe these results can be of a great impact if implemented by practitioners.

This paper proposes a new way to perform diagnostic of NPD process. In particular, this process is well known to be highly strategic, nevertheless, normally excluded out of improvement initiatives because of its complexity. The diagnostic method proposed is a powerful tool to assist practitioners finding systemic improvement opportunities, expanding the assessment to all dimensions of a business process, e.g. people, technology and process activities.

The marketing audit is widely accorded an important diagnostic role in the marketing management process. In theory, it should represent the starting‐point for most considered courses of managerial action in marketing. Yet, in practice there is some confusion, not only about the general process by means of which to perform the audit in particular organizations and on what issues it should focus, but also about the thinking processes that underpin the audit methodology. Attempts to throw some light on those matters. Looks at the design of marketing audits and provides a set of guidelines to help to make the audit process more effective.

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment measures. Assessment practice across school settings is greatly influenced by clinical guidelines such as the DSM-IV, which more specifically defines emotional and behavioral disorders and highlights the issue of co-morbidity. Before a student is assessed for special education eligibility under the IDEIA category of emotional disturbance, screening techniques and pre-referral interventions are needed. Positive Behavioral Supports and Response to Intervention models provide empirically supported frameworks for establishing the need for formal psychological assessment. Collaboration among members of the multidisciplinary team, including parents, helps to ensure that identification and intervention efforts have ecological validity. Tests and techniques vary considerably, but developmental histories, interviews, observations across settings, and behavioral checklists and rating scales are recommended, along with cognitive and achievement testing. While problems exist in the reliability and validity of projective techniques, they continue to be used in school-based assessment for EBD. Multitrait, multisetting, and multimethod approaches are essential for culturally fair assessment and reduction of bias in identification and placement.