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The use of verbal reinforcement has longstanding support in encouraging desired student responses. For students with learning and behavioral disabilities, the use of verbal reinforcement through behavior specific praise (BSP) and feedback are promising practices for improving academic and behavioral outcomes. While these strategies are relatively straightforward to implement, they are often applied inappropriately. Thus, specific guidelines should be followed to ensure that BSP and feedback are used effectively. The purpose of this chapter is to provide an overview of BSP and feedback related specifically to students with learning and behavioral disabilities, provide theoretical and empirical support for these practices, offer research-based recommendations for implementation, and identify common errors to avoid.

The purpose of this paper is to empirically test a research model that incorporated antecedents of praise feedback behaviour (fear of confrontation and incentive for reducing nuisance costs), praise feedback behaviour (deliberatively praise feedback, casual praise feedback, and true compliment feedback) and consequences (trust and repurchase intention).

A structural equation model was employed to test the relationships of the research model using survey data collected from 398 Taobao consumers.

The results showed that fear of confrontation and incentive for reducing nuisance costs had a significant positive influence on deliberatively praise feedback and true compliment feedback, respectively, and both antecedents had a significant positive influence on casual praise feedback of consumers. It also showed that trust was influenced negatively by deliberatively praise feedback, and positively by casual praise feedback and true compliment feedback. Meanwhile, deliberatively praise feedback and true compliment feedback were found to have negative and positive influences on repurchase intention, respectively.

This research was a pilot study to identify a three-dimension conceptualization of praise feedback behaviour from the perspective of customer satisfaction, and to understand positive review bias from the perspective of input processes.

Demographic data indicate that the Millennial generation (those born between 1982 and the early 2000s) are entering the workforce and will become an increasingly significant component of the workforce in the near future. The Millennial generation appears to have significant differences in values, attitudes and expectations regarding work than prior generations.

The authors reviewed the literature on the “Millennial” generation (those born between 1982 and the early 2000s) and the research on giving negative feedback to identify issues that are significant with respect to the manner in which managers give negative information to this new generation of workers.

To be effective, negative feedback to Millennials needs to be consistent and ongoing. The feedback must be perceived by Millennials as benefitting them now or in the future. Managers must be assertive enough to make sure the employee understands the concerns, but sensitive to the fact that many Millennials have difficulty accepting such feedback.

These findings offer suggestions for future research that needs to explicitly examine the differences in the new generation of workers and how these persons respond to current managerial practices.

Millennials are now entering the workforce in significant numbers. Managers will find increasing opportunities to address the organizational and individual needs of these workers. Managers must learn how to effectively direct and motivate this generation of workers, including how to provide constructive negative feedback.

Demographic data indicate that the so-called “Baby Boom” generation will be leaving the workforce in large numbers over the next few years, and will be replaced by the Millennial generation.

To date, there has been little attempt by management researchers to address the organizational implications of the generational shift that is occurring. We seek to draw attention to one specific area of management practice – delivering negative feedback – and explore how the knowledge may be changing as a new generation of workers enter the workplace.

This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes.

Using coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion and planning), the coach–teacher relationship, coaching strategies and coaching duration. The study also developed a path model documenting how coaching behaviors predicted teacher instruction.

Results showed that the coach talked more than the teacher and that most coaching time was spent in reflective discussion. The coach–teacher relationship was promoted by building rapport and reciprocal trust, with use of “we” language demonstrating that coach and teacher were working as a partnership. Most common coaching strategies were clarifying and the coach prompting the teacher to attend to teacher or student behaviors. Path model analysis showed that (a) the coach–teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction.

The study provides empirical evidence about the active ingredients of coaching – those underlying processes that impact and improve teacher practice.

This study aims to examine the impact of the informational value of feedback choices (confirmatory versus critical feedback) on students’ performance, their choice to revise and the time they spend designing posters and reading feedback in a computer-based assessment game, Posterlet.

An empirical correlational study was conducted to collect the choices to seek confirmatory or critical feedback and to revise posters in a poster design task from 106 grade 8 students from a middle school in California via Posterlet.

The results of the study show that critical uninformative feedback is associated with students’ performance, and critical informative feedback is associated with their learning strategies (i.e. feedback dwell time and willingness to revise), while confirmatory informative feedback is negatively associated with both performance and learning strategies.

The study controlled the choice students were given regarding the valence of their feedback but not regarding the informational value of their feedback. Additionally, the study was conducted with middle-school students, and more research is needed to ascertain whether the results generalize to other populations.

The findings can be used to balance the design of the informational content of feedback messages to support student performance in an open-ended, creative design task. This study may also inform the design and implementation of agents (e.g. virtual characters) able to provide user-adaptive feedback for online interactive learning environments.

This study constitutes the first research to examine the informational value of feedback that is chosen rather than received, the latter being the prevalent model of delivering feedback in education.

The focus of this paper is on management training and development. The purpose has been to address how coaching can be applied to learn about leadership tools and what effect this has on management behaviour and development.

This is a qualitative case study of a management development program. The empirical data were obtained using in‐depth interviews, surveys, and observations. In addition to investigating the 14 participants, data were also collected from their superiors and subordinates.

One of the main findings is that coaching is a helpful training process to learn about the manager's toolbox and to develop new management behavior. Furthermore, data revealed that the management training should be based on the specific work challenges that the participants experience at their workplace. Based on a variety of work challenges, the participants highlighted the following tools as most important: emotional intelligence, empowerment, self‐management, signature‐strengths, and positive emotions.

Future research should apply a more comprehensive research design, for example, using a control group.

Data analysis shows that coaching is a management training process where the participants can learn to solve real work challenges. By trial and testing at their own workplace, managers learn how to use appropriate tools and change their behaviour. As part of the learning process the authors recommend debriefing where the managers can get feedback and inspiration for self‐reflection. Furthermore, through team and peer coaching, the managers can help each other learn. The authors also recommend that the participant's superiors and subordinates should be involved in the training process.

In this research the authors have studied coaching as a learning and training method applying leadership tools.

This study seeks to explore the perceptions of scientists regarding the intrinsic and extrinsic factors that motivate them and the role of management in enhancing and maintaining motivation with the purpose of identifying practical recommendations for managers to improve the productivity of scientists.

A total of 18 semi‐structured interviews were undertaken with randomly selected (stratified sampling) scientists working at a government research institute in the UK.

The scientists interviewed were typically motivated by the ability to do high quality, curiosity‐driven research and de‐motivated by lack of feedback from management, difficulty in collaborating with colleagues and constant review and change. Extrinsic motivators such as salaries, incentive schemes and prospects for promotion were not considered as motivating factors by most scientists. Promotion was not a motivator for most of the scientists and many thought that they would never get promoted again. Efforts should be focused on addressing the hygiene factors (i.e. removing the negatives) rather than introducing new incentives.

The sample size was relatively small (18) and a larger study will be required in order for comparisons to be made with scientists employed in industry or universities.

The results from this study suggest that the current incentivisation schemes based on financial rewards have little impact, and that alternative methods of motivating scientists should be considered. Rewards that may be more highly valued could include, time and resources to pursue own research interests; funds to attend international conferences and investment in physical resources (e.g. laboratory refurbishment, new equipment, etc.). The recommendations to motivate scientists could be applied to other highly‐trained specialists.

This is the only study that has been conducted with scientists working at a government research institute in the UK. It is important in providing an insight into the motivation of a diverse and under‐researched group of employees.

Building on the “Stress-as-Offense-to-Self” theory, this study investigates appreciation as a predictor of job satisfaction over time, mediated by subjective success and feelings of resentment towards one's organization.

Analyses are based on a three-wave study with two-month time intervals, with a sample of 193 employees from six Swiss organizations.

Double mediation by subjective success and feelings of resentment was confirmed; no mediation was found in a reversed mediation model. Results highlight the importance of appreciation for employees' feelings of success and job satisfaction, but also for affect related to the organization as a whole.

Organizations should recognize the role of appreciation in satisfaction, affective reactions toward the organization, and information about one's standing. Appreciation can be expressed in multiple ways; it not only increases job satisfaction but also helps employees to validate their judgments about their own performance.

Appreciation is a promising resource for employee well-being. The present study is one of few focusing on appreciation as a resource in its own right, rather than as part of broader constructs, such as social support. Our results not only confirm the importance of appreciation but also shed light on mechanisms through which it may exert its influence. They complement a multilevel analysis based on the same data showing an association of appreciation with different indicators of well-being on the interpersonal as well as the intrapersonal level.

This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way.

The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies.

Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process.

Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery.

Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice.

The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

This study reports on the career management and career choice preferences of a sample of bioscience postgraduate students and postdoctoral researchers according to their personality type as determined using the Myers Briggs Type Indicator (MBTI). Correlations can be found but other decision‐making processes come into play and are more influential regarding career choices. The aim of this study was to investigate whether personality (measured here as Psychological Type) has an influence on career management style and career preference. The study was conducted on a group of bioscience postgraduate students and postdoctoral researchers who had previously attended a one‐day career development workshop. The qualitative survey analysis aimed to determine whether there is a relationship between a person’s preference for particular aspects of their career management such as skills development and everyday tasks (e.g.devising experiments, attending conferences, writing papers, analysing data) and their career preferences (e.g. on their preference for particular types of work).