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A common component in leadership interventions is the provision of feedback on leadership behaviors. The assumption is that, when there is a discrepancy in this feedback between managers’ and others’ ratings of leadership, this will increase managers’ self-awareness and motivate them to close this gap. The purpose of this paper is to investigate how agreement between managers and their subordinates changes over time as a result of a leadership intervention.

Questionnaire data were collected from line managers (N=18) and their subordinates (N=640) at pre-intervention, post-intervention and at a six-month follow-up. The managers participated in a leadership intervention that aimed to increase their knowledge and skills related to the leadership behaviors described in the Full-Range Leadership Model. Inter-rater agreement and reliability were calculated to justify aggregating the subordinates’ ratings. The managers and their subordinates were grouped according to three agreement categories: in agreement, managers’ over-rating and managers’ under-rating based on the managers’ views of their leader behaviors in relation to their subordinates’.

Manager-subordinate agreement on the managers’ leadership increased between pre-intervention and post-intervention but then decreased at the six-month follow-up (17, 61 and 44 percent, respectively). Most managers (n=15) changed agreement categories over time, and only three managers remained in the same agreement category throughout. The subordinates’ mean leadership ratings changed more than the managers’ mean ratings.

This is the first study to explore how manager-subordinate agreement changes when managers participate in a leadership intervention in a health care context. It shows that an intervention that includes upward feedback, by which managers self-rating of their leadership is compared with their subordinates’ ratings, can be an effective way to increase agreement.

Drawing on an outside-in marketing perspective, this paper aims to outline the development, implementation, evaluation and reflection of a real-world entrepreneurship education (EE) intervention with cognitive, affective and ultimately behavioural objectives.

A specific and uniform EE program specifically targeted to current “would be” entrepreneurs who were investigating the franchising business model was developed, focusing on the behavioural outcomes. The effectiveness of the EE intervention was evaluated using a quasi-experimental research design, which involved franchisees who had not participated in the EE intervention (control group) and franchisees who had participated in the EE intervention (experimental group). The administration of the national on-line survey yielded a total of 520 responses (194 in the experimental group and 326 in the control group).

The planning process in the pre-intervention stage included situation analysis, objective setting and decisions in relation to the communication strategy, i.e. content and mode. The effectiveness of the EE intervention was evaluated in the post-intervention stage. The findings indicate that EE intervention resulted in participants’ positive cognitive, affective and behavioural outcomes such as performance and relationship management. Finally, following a reflection process, additional elements covering topics related to work-life balance were incorporated into the module pertaining to an individual’s suitability to become a franchisee.

This paper proposes a conceptual framework that represents an outside-in EE approach whereby problems, audiences, objectives and communication strategies (content and method) are strategically intertwined to produce relevant, measurable and diagnostic behavioural outcomes. The EE intervention can also improve the B2B relationship between actors in a business network.

The aim of this study is to determine the effect of the application of the lean methodoloy in the pathology laboratory and to evaluate the results on the turnaround time.

This study was a prospective intervention study formed of the three stages of pre-intervention, determination of problem areas and the application of lean techniques and quality improvement. The study was conducted between February 2019 and August 2020. In the first stage, research was made through interviews, observations, questionnaires and seminars; in the second stage, observations, brain-storming, process flowcharts and fishbone diagram were used; and in the third stage, Kaizen, A3 method and spaghetti diagram were applied.

Following the application of lean techniques, turnaround time in the pathology laboratory was decreased, and the changes made in the working methods and placement of the units in the laboratory were found to have prevented unnecessary steps. The lean method was also determined to have had positive effects on the workplace satisfaction of the laboratory employees and of the physicians working with the laboratory.

The results showed that applying lean techniques could reduce waste and increase participation in processes. This article demonstrates its originality and relevance by proving that the lean techniques can be applied in the hospital laboratory. Actions to improve turnaround time are also crucial for the efficient use of resources.

This paper details a teacher-implemented intervention, negotiating learner-generated materials, with the aim of improving low levels of learner motivation. This had resulted from the introduction of a problematic entry test policy acting as gatekeeper to an internationally-accredited diploma course in the learners’ specialized technical subject. For the learners, successful completion of the diploma course would guarantee social and financial benefits including promotion, increased salary and prestige within the military institution. However, an order came from the commanding officer that learners would only be accepted onto the diploma course if they attained an IELTS test score of Band 5. This requirement was not attainable by the learners in the time available and represented a threat to their career aspirations, which would negatively affect them personally, economically and professionally. Consequently, there was a substantial drop in learner motivation. An intervention was constructed and conducted during the course over a two-week period to supplement students’ course book in order to counter such poor levels of motivation. The study was set within the critical paradigm, using quantitative and qualitative data collecting methods to answer my research question: “To what extent does the intervention (asking learners to choose a topic, select original material, and suggest the type of tasks to be produced for the material) have a positive effect on learners’ levels of motivation?” Key findings included an observed increase in learner engagement and a greater level of concentration than in recent classes together with reduced learner worry about the IELTS test. Several conclusions are offered as to the efficacy of conducting such an intervention and how it could impact on learner motivation.

The transgender community faces prejudice and stigma and is one of the most ostracised groups in society. One of the ways to reduce prejudice is through intergroup contact. This may be achieved through direct or indirect contact. The purpose of this paper is to compare the impact of direct and indirect contact on reducing transphobia.

Direct contact was achieved through a transgender speaker panel and indirect contact involved a video presentation. In total, 159 students enroled in undergraduate courses at a prominent university in India were enlisted for this study. Perceptions regarding transgenders were measured using the genderism and transphobia scale. Perceptions were measured at three different time points – before the contact, immediately after the contact and one month post contact.

Results indicate that both direct and indirect contact cause a significant immediate decrease in transphobia at the post intervention stage. However, only direct contact caused significant reduction at the follow-up stage (one month after the intervention). Direct contact also effected a greater reduction in transphobia than indirect contact.

This study extends previous research that shows that speaker panels involving sexual minority speakers can result in reducing stigma (e.g. Croteau and Kusek, 1992). The present study shows that such speaker panels can also be useful for reducing stigma against transgender individuals. Another important outcome of this study is the relative effectiveness of direct contact in reducing transphobia compared to indirect contact. Direct contact resulted in greater reduction in transphobia both at the post-test and follow-up stages compared to indirect contact.

The results of this study may benefit HR practitioners and policy makers in designing workplace initiatives and policies in creating an inclusive workplace. This study shows that meaningful interaction with transgenders would be a key step in reducing stigmatisation. Since direct contact is rarely expensive or time consuming, it can be a valuable tool to improve the integration of transgender individuals within society. Therefore, students and employees may be encouraged to interact with transgender individuals through panel discussions and workshops. Indirect contact may be used as a preliminary intervention in certain cases where direct contact may be difficult to organise.

The stigma faced by transgender individuals has a significant negative impact on their quality of life (Grant et al., 2014; Reisner and Juntunen, 2015). It is, therefore, necessary to recognise and reduce prejudice against transgenders at both the college and school levels as well as in work organisations. Educators and managers have a significant role to play in this societal change. This study shows that stigma reduction can be achieved in a fairly simple way through contact theory.

This study is one of the first to investigate Indian students’ perceptions of transgenders. It improves on earlier studies using similar interventions in two main ways. First, this study includes a follow-up assessment, which was not performed in most studies. Second, random assignment of participants to one of two conditions improves the reliability of the findings.

Offending behaviour interventions that adhere to the now well‐known principles of “What Works” can be effective in reducing recidivism. The field is dominated by a programmed approach, in which facilitators adhere to a manual designed to target specific criminogenic needs and risks in different groups of offenders. This study aims to explore the short‐term impact of the Prisoners Addressing Substance Related Offending (P‐ASRO) programme, a cognitive‐behavioural intervention addressing offending related to substance misuse and targeting those with low‐medium dependency. The aim of this paper is to evaluate the impact of P‐ASRO in key areas targeted by the programme.

A non‐experimental fixed design examined differences between the pre‐ and post‐intervention measures of prisoners (n=81) who had completed the P‐ASRO programme between April 2006 and March 2007.

The majority of offenders in the sample fell into the high‐dependency need group. Nevertheless, there were significant differences between all of the pre‐ and post‐measures, with large effect sizes reported. Prisoners were found to be less impulsive, to have increased their problem‐solving ability, to have developed a greater internal locus of control and were more motivated toward taking action.

Caution needs to be taken in relation to the conclusions that can be drawn due to the nature of the data used (anonymised archival data) which do not allow for the control of certain key variables.

The findings add to the research on prison interventions and lend some support to the suitability of this intervention for offenders with substance use problems, regardless of severity of substance dependency.

The study aims to explore and develop a smart route planning system for the cross-docking delivery operations of a large supermarket chain using an action research (AR) approach and assessing through a design science research (DSR) lens.

This study took a problem-solving AR (PAR) approach toward the delivery operational issue of the case firm. The research process has accorded with the solution incubation and the refinement phases defined by a DSR framework. An intervention-based research framework for DSR is developed to assess the validity of this study as a DSR research and derive mid-range theories.

Dramatic operational and financial improvements were achieved for the case firm. Significant and unintended environmental and social benefits were also found. A design proposition (DP) and several mid-range theories are proposed as an extension of AR research to DSR research.

A problem-solving DSR research can be better assessed by the intervention-based DSR framework developed in this study. DSR studies should be encouraged for both practical and theoretical advancement purposes.

A challenging business problem-solving study can be tackled effectively through an industry/academic collaboration taking a PAR approach to deliver substantial values and organization transformational results.

Drivers and store associates are safer with smart delivery operations in the case firm.

There are still limited PAR design science case studies in the supply chain/logistics research literature. The research experience and findings gained from this study provide more insights toward how this type of research can be conducted and assessed.

A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional face-to-face teaching. This paper aims to outline a study conducted at an English Medium Instruction (EMI) University in the Arabian Gulf where students were studying media. The study explored an innovative teaching approach that sought to enhance the students’ interaction with mobile phone applications as part of their learning experiences during the course.

The focus of the study was on enhancing the students’ English writing skills such as vocabulary, spelling and grammar and on improving their technical skills such as in video production. The study collected both quantitative and qualitative data.

The results indicated that mobile phone applications were helpful in improving students’ journalistic writing skills where they had a good level of proficiency in English, more so than students with poor English who are more dependent on traditional learning methods. Students also benefitted from mobile phone video production workshops that were intensive and creative. Based on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

wBased on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

The purpose of this paper is to evaluate the feasibility, and effectiveness, of using Headsprout Early Reading (HER), an online computer program, to teach basic reading skills to adult offenders with mild intellectual disabilities (IDs) in a secure hospital.

A single subject pre-post-test design replicated across two participants was used. Two standardized literacy tests were completed at baseline, half way through the intervention, and at the end of the intervention period. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two “treatment as usual” (TAU) control participants who did not complete the program.

Results are positive in terms of the feasibility of running the program, improved reading skills, and self-concept scores for both “intervention” participants compared to the “TAU” participants.

HER was originally developed for typically developing children, and has been found to be effective for children with IDs and developmental disabilities. This is the first study to evaluate this program with an adult population.

The purpose of this state-of-the-art review is to explore the empirical literature on federal intervention of police under 42 USC Section 14141.

A five-stage scoping review of the empirical literature related to 14141 was conducted through searches of scholarly databases and gray literature.

This scoping review revealed 21 empirical studies of 14141 published between 2002 and 2020 in criminal justice, criminology, legal and gray literature. Researchers employed various methodologies and designs to study 14141 reflecting the complexity of evaluating a multistage and multi-outcome federal intervention of police. The success of 14141 to reform police agencies is mixed. The empirical evidence suggests that application of this law is fraught with trade-offs and uncertainties including de-policing, increased crime and organizational difficulties in sustaining reform. Overall, more research would assist in understanding the efficacy of this federal mechanism of police accountability and reform.

This review is the first synthesis of the empirical literature on 14141. In consideration of the current national police crisis, findings help illuminate both what is known about federal intervention and areas for future research.