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The purpose of this paper is to explore more agile and effective learning processes that help identify potentially high-performing staff during workplace training.

To test the efficacy of the learning-oriented assessment (LOA) process in workplace training, a pharmaceutical sales organization implemented an online training over three months that was modeled with the LOA process. During work hours, employees within the organization took two tests (one before and after training) as well as participated in training with essential work-related content, where they were given problem sets and scenarios to complete that would vary based on their responses. Their assessment scores, formative learning behaviors and quarterly revenue were recorded to determine the effects of the training.

The outcome of this study supported the theory that the LOA model would facilitate the acquisition and application of knowledge differentially between employees of the organization, and this knowledge would serve to improve the performance of the employees to the extent that it increased revenue.

This study was a field experiment that did not allow for the control of possible confounds. However, the real-world real people outcomes provide novel insights on best practices in workplace training.

The findings of this study showed the short-term effectiveness of the LOA process in professional knowledge acquisition and application in relevant skills that increase organizational revenue.

This study provides an applied understanding on the applicability of the LOA process in workplace learning and training which has not been previously investigated.

The authors developed online learning modules to train graduate and undergraduate student instructors (GUSIs) on grading and delivering feedback in quantitative disciplines. The authors report results from multiple assessments conducted during recent training events at a mid-sized, research-intensive institution and discuss implications for educational development.

Using pre/post-assessments, the author measured participants' learning gains and skill development. In Study 1, the authors measured learning gains for 109 computer science GUSIs randomly assigned to complete the modules or not. Participants who completed the modules performed significantly better on the post-assessment relative to the control group across all seven module learning objectives aligned with GUSI responsibilities. In Study 2, we iterated on both assessments and modules, replicating Study 1 results for GUSIs from other quantitative disciplines. In Study 3, the authors compared learning gains from online modules to in-person training sessions, focusing on the authentic task of providing written feedback on student work.

Proficiency improved equally and significantly via both training modalities.

At research-intensive universities, GUSI training can be inconsistent and difficult to scale and rarely assessed via direct measures of outcomes. To the authors’ knowledge, this is the first study to rigorously measure GUSI skill development via authentic assessment tasks such as grading student work and/or providing effective written feedback rather than simply testing knowledge. This study also addresses implications for designing and implementing effective GUSI training at scale.

The purpose of this study is to compare the evaluation of search result lists and documents, in particular evaluation criteria, elements, association between criteria and elements, pre/post and evaluation activities, and the time spent on evaluation.

The study analyzed the data collected from 31 general users through prequestionnaires, think aloud protocols and logs, and post questionnaires. Types of evaluation criteria, elements, associations between criteria and elements, evaluation activities and their associated pre/post activities, and time were analyzed based on open coding.

The study identifies the similarities and differences of list and document evaluation by analyzing 21 evaluation criteria applied, 13 evaluation elements examined, pre/post and evaluation activities performed and time spent. In addition, the authors also explored the time spent in evaluating lists and documents for different types of tasks.

This study helps researchers understand the nature of list and document evaluation. Additionally, this study connects elements that participants examined to criteria they applied, and further reveals problems associated with the lack of integration between list and document evaluation. The findings of this study suggest more elements, especially at list level, be available to support users applying their evaluation criteria. Integration of list and document evaluation and integration of pre, evaluation and post evaluation activities for the interface design is the absolute solution for effective evaluation.

This study fills a gap in current research in relation to the comparison of list and document evaluation.

In the UK, the mental health treatment requirement (MHTR) order for offenders on probation has been underused. A MHTR service was established to assess the effectiveness of a partnership between a probation service, a link worker charity and an independent mental healthcare provider. Short-term structured cognitive behavioural interventions were delivered by psychology graduates with relevant work experience and training. Training for the judiciary on the MHTR and the new service led to a significant increase in the use of MHTR orders. The paper aims to discuss these issues.

A total of 56 (of 76 MHTR offenders) completed treatment in the first 12 months. A single cohort pre-post follow-up design was used to evaluate change in the following domains: mental health and wellbeing; coping skills; social adjustment; and criminal justice outcomes. Mental health treatment interventions were delivered under supervision by two psychology graduates who had relevant work experience and who were trained in short term, structured, cognitive behavioural (CBT) interventions.

Clinically significant changes were obtained on measures of anxiety and depression, and on measures of social problem solving, emotional regulation and self-efficacy. Ratings of work and social adjustment and pre-post ratings of dynamic criminogenic risk factors also improved. This new initiative has addressed the moral argument for equality of access to mental health services for offenders given a community order.

While the current initiative represents one of a number of models designed to increase the collaboration between the criminal justice and the mental health systems, this is the first within the UK to deliver a therapeutic response at the point of sentencing for offenders with mental health problems. The significant increase in the provision of MHTR community orders in the first year of the project has been associated with a decrease in the number of psychiatric reports requested that are time consuming and do not lead to a rapid treatment.

Purpose – This chapter explores the work of one expert seventh-grade science teacher, Ann, as she used the gradual release of responsibility (GRR) to develop students’ knowledge and use of science language and conceptual knowledge. Ann’s use of scaffolds such as thoughtful definition, classroom discussion, and writing frameworks is explored, as well as her methods of incorporating language into science inquiry, and the evidence she gathered as proof of learning. Her instructional decision-making and specific instructional actions are analyzed to describe the ways she gradually guided students from heavily scaffolded learning opportunities, through guided practice with extensive modeling, and ultimately to independent and accurate use of science language and conceptual knowledge in spoken and written discourse.

Design/methodology/approach – In a researcher/teacher partnership modeled on the practice embedded educational research (PEER) framework (Snow, 2015) the author worked with Ann over four school years, collecting data that included interviews, Ann’s teaching journal, student artifacts, and vocabulary pre/post-assessments. The initial task of the partnership was review of science standards and curricular documents and analysis of disciplinary language in seventh-grade science in order to construct a classroom science vocabulary assessment that incorporated a scaffolded format to build incremental knowledge of science words. Results of 126 students’ pre/post scores on the vocabulary assessment were analyzed using quantitative methods, and interviews and the teaching journal were analyzed using qualitative techniques. Student artifacts support and triangulate the quantitative and qualitative analyses.

Findings – Analysis of students’ pre/post-scores on the vocabulary assessment supported the incremental nature of vocabulary learning and the value of a scaffolded assessment. Improvement in ability to choose a one-word definition and choose a sentence-length definition had significant and positive effect on students’ ability to write a sentence using a focus science word correctly to demonstrate science conceptual knowledge. Female students performed just as well as male students: a finding that differs from other vocabulary intervention research. Additionally, Ann’s use of scaffolded, collaborative methods during classroom discussion and writing led to improved student knowledge of science language and the concepts it labels, as evident in students’ responses during discussion and their writing in science inquiry reports and science journals.

Research limitations – These data were collected from students in one science teacher’s classroom, limiting generalization. However, the expertise of this teacher renders her judgments useful to other teachers and teacher trainers, despite the limited context of this research.

Practical implications – Science knowledge is enhanced when language and science inquiry coexist, but the language of science often presents a barrier to learning science, and there are significant student achievement gaps in science learning across race, ethnicity, and gender. Researchers have described ways to make explicit connections between science language, concepts, and knowledge, transcending the gaps and leveling the playing field for all students. Analysis of Ann’s teaching practice, drawn from four years of teacher and student data, provides specific and practical ways of doing this in a real science classroom. Scaffolding, modeling, and co-construction of learning are key.

Originality/value of paper – This chapter details the methods one expert teacher used to make her own learning the object of inquiry, simultaneously developing the insights and the strategies she needed to mentor students. It describes how Ann infused the GRR into planning and instruction to create learning experiences that insured student success, even if only at incremental levels. Ann’s methods can thus become a model for other teachers who wish to enhance their students’ learning of science language and concepts through infusion of literacy activity.

The purpose of this paper is, first, to empirically examine whether the appointment of females (board gender diversity) to the corporate boards of UK financial institutions can improve firm value, and second, to examine whether having females on the boards of UK financial institutions can impact firm value during the pre-/post-global financial crisis periods.

The paper uses secondary data obtained from DataStream covering 63 financial institutions over a period of 12 years. A number of additional statistical estimations, including random effects and fixed effects, are conducted to test the robustness of the findings.

The outcome of this empirical research shows that the presence of females on the corporate boards of UK financial institutions has a positive and statistically significant relationship with firm value. The authors’ evidence reveals a positive and statistically significant impact on the firm’s value prior to the financial crisis, that is, during the pre-crisis period (2000-2006), meaning that women contributed significantly to the firm’s value. However, after the financial crisis, the presence of females on the board had no significant effect on the firm’s value. A reasonable explanation may be that, whilst the financial crisis was over in the period 2009-2011, the entire UK economy was still experiencing an economic downturn, and financial firms were no exception, irrespective of whether there was female representation on any corporate board. Overall, the findings are consistent with the prior studies.

The results have practical implications for governments, policy-makers and regulatory authorities, by indicating the importance of women to corporate success.

Despite several research projects on board gender diversity (BGD), this research is unique compared to the previous empirical studies, primarily because it is the first-time research of this nature is empirically ascertaining BGD and firm value in UK financial institutions, also during the pre-/post-financial crisis era. This paper contributes to the corporate governance literature by offering new insights on board diversity and firms’ value relationship. Overall, the results help fill any gaps on gender diversity and firm value in UK financial institutions.

The purpose of this paper is to evaluate the efficacy of good lives model (GLM) interventions on the recidivism outcomes of convicted offenders.

The review adhered to preferred reporting items for systematic reviews and meta-analysis and Cochrane guidelines. Digital databases were searched and articles reporting outcomes of the GLM amongst convicted offenders and outcomes including recidivism data and pre-post measures of dynamic risk were included in a narrative synthesis.

Of 1,791 articles screened, only six studies met the criteria for review. Key findings were: in half the reviewed studies, GLM did not increase recidivism risk; in half the reviewed studies, only when the correct treatment dosage was applied that some evidence of risk reduction was found; there was limited support for GLM increasing or sustaining motivation for resistance from reoffending. Research for the review was limited and support for the GLM in reducing recidivism rates was not established.

In this 2021 review, the authors examined the efficacy of the GLM in reducing recidivism. This addresses a gap in the literature. The authors found that there is insufficient evidence to suggest that the GLM can reduce recidivism. This has implications for practitioners who wish to deliver evidence-based practices in prison/community settings. There is currently not enough peer-reviewed evidence to unequivocally confirm the efficacy of the GLM. The authors recommended additional quality programme outcome research be carried out.

To the best of the authors’ knowledge, this study is the first to assess quantitative and qualitative studies on the efficacy of the GLM and provides foundations for future research.

Much research has been conducted on the causes and consequences of stress (Ivancevich, 1986; Cooper & Payne, 1988; Sauter, Hurrell & Cooper, 1989). More recently, researchers have turned their attention to strategies that might be used to remedy the problem (Cooper, 1987). A number of papers address the issue at a conceptual level, suggesting different ways of categorising stress intervention techniques. Matteson and Ivancevich (1987) draw a distinction between preventive and curative strategies. DeFrank and Cooper (1987) suggest that interventions can focus on the individual, the organisation or the individual/organisational interface. Murphy (1988) presents three levels of intervention: primary (stressor reduction), secondary (stress management) and tertiary (employee assistance programmes).

To replicate the Luton pilot study (Andrews et al., 2011), both by investigating treatment changes using the Human Givens (HG) approach via a practice research network (PRN) and by assessing the viability of replacing the 34-item Clinical Outcome in Routine Evaluation Outcome Measure (CORE-OM) with the ten-item version (CORE-10).

Clients were included if they were offered the HG approach to manage psychological distress and attended at least one measured treatment session following their initial assessment. Pre-post treatment effect size (Cohen's d) was benchmarked against data from Clark et al. (2009). Potential differences in treatment effects based on type of termination (planned vs unplanned) and medication use were examined.

High correlation between the CORE-10 and CORE-OM and near-identical calculated effect sizes support the utilisation of CORE-10 as a routine outcome measure. Pre-post treatment effect size suggests that clients treated using the HG approach experienced relief from psychological distress.

There was no experimental control nor evidence about the precise components of the HG treatment. Data on problem description and duration may not be reliable.

This larger study, involving thousands of cases in a wide variety of settings, reinforces the findings from the pilot study as to the plausibility of the HG approach in the relief of emotional distress.

The viability of using a ten-item scale to reliably measure treatment effectiveness will allow organisations to assess the quality of their treatment with minimal disruption to their service delivery allowing for true evidence-based practice. A PRN provides a suitable mechanism to assess psychotherapy treatment effectiveness in real-world settings.