Search results

Among the gold standards in human resource development (HRD) research are studies that test theoretically developed hypotheses and use experimental designs. A somewhat typical experimental design would involve collecting pretest and posttest data on individuals assigned to a control or experimental group. Data from such a design that considered if training made a difference in knowledge, skills or attitudes, for example, could help advance practice. Using simulated datasets, situated in the example of a scenario-planning intervention, this paper aims to show that choosing a data analysis path that does not consider the associated assumptions can misrepresent findings and resulting conclusions. A review of HRD articles in a select set of journals indicated that some researchers reporting on pretest-posttest designs with two groups were not reporting associated statistical assumptions and reported results from repeated-measures analysis of variance that are considered of minimal utility.

Using heuristic datasets, situated in the example of a scenario-planning intervention, this paper will show that choosing a data analysis path that does not consider the associated assumptions can misrepresent findings and resulting conclusions. Journals in the HRD field that conducted pretest-posttest control group designs were coded.

The authors' illustrations provide evidence for the importance of testing assumptions and the need for researchers to consider alternate analyses when assumptions fail, particularly the homogeneity of regression slopes assumption.

This paper provides guidance to researchers faced with analyzing data from a pretest-posttest control group experimental design, so that they may select the most parsimonious solution that honors the ecological validity of the data.

This study aims to investigate the relationship between leader‐subordinate congruence and performance and satisfaction.

Data were gathered from 267 leader‐subordinate dyads in a light manufacturing electrical assembly plant in Wales and 82 leader‐subordinate dyads in another, in England, UK. Data on personality of the respondents and their supervisors were gathered using the 16 personality factor test. The absolute difference between the personality score of the respondent and the supervisor for each of the five secondary personality factors were calculated. The absolute differences were then totalled to obtain a total difference score.

As expected, there was a significant correlation between the difference scores and satisfaction with the supervisor and overall job satisfaction. The results suggest that, if management wishes to improve satisfaction of their subordinates, the personalities of supervisor and subordinate should be similar. The direction of the relationship between difference scores and performance scores in the two companies were in opposite directions to each other. Possible causes and implications for managers are discussed.

This paper establishes that the relationship between congruence and performance is contingent on the nature of work interaction between the leader and the subordinate.

Evaluates customers′ and employees′ service quality expectations and perceptions from the example of a hospital environment. Considers employees′ responses in administrative and nonadministrative categories. Notes differences between the groups and discusses the managerial implications arising from the differences found. Includes a detailed description of the methodology involved in the study.

This paper examines the effect of charter schools on student achievement in Michigan using a matched student dataset. Proponents of charter schools argue that by applying market pressure to traditional public schools, having the freedom and incentives to apply innovative curricular and instructional ideas, and offering students a choice in the schools they attend, charter schools can raise student achievement. Studies of the effect of charter schools on student achievement have been mixed, however. Methodologies vary widely depending upon the availability of data. Some studies track the same students as they transfer between charter schools and traditional schools; others rely on cross-sectional student or building-level data. We construct a dataset that matches the scores of the same student taking tests in two consecutive years. Estimating a value-added education production function, we find that charter schools are at a disadvantage to traditional public schools by an average of 0.2 standard deviations. These findings depend upon proper matching of students across school types, which in this case is accomplished by using prior test scores as a control variable and as a way to segment the sample. We also find that charter schools run by for-profit companies have an advantage over those run by not-for-profits and that charter schools improve the longer they are in operation.

Using the Program for International Student Assessment (PISA) surveys (2003–2015), this chapter explores the relationship between the gender gap in math test scores and computer (digital devices) gaming, as a potential “swimming upstream” factor in the quest to close that gap. Using a decomposition based on a pooled hybrid specification, we attribute two to three points (from 13% to 29%) of the gender math gap to gender differences in the incidence and returns to intense gaming. The comparison of the negative versus positive girl-specific effects found for collaborative games versus single-player games suggest a potential role for gaming network effects.

Wilson argues that knowledge management (KM) maturity is an extension of information management and effective management of work practices. Gallagher and Hazlett state that there is too much effort addressing technological concerns in KM while offering little practical assistance. Kruger and Snyman believe KM is a strategic resource with ICT and information management as enablers in establishing KM maturity. These three positions of KM growth and maturity reflect the huge spectrum of and diverse views. But, very little is known about the KM growth or maturity that occurs in different industries, or how employees and managers perceive growth in KM maturity. This paper aims to address these issues.

From a large urban South African University engaged in numerous collaboration programmes with industry, the authors gain insight into the growth of KM in industry groupings over a five‐year period. The authors apply an inventory developed by Kruger and Snyman to a set of 86 organisations distributed over nine economic sectors in South Africa. In total 434 employees are interviewed over three group levels (operational, middle and senior management). This is achieved by interviewing 178 senior practitioners in three subjects (one in each group level).

Analysis of the growth in KM maturity, as it relates to different organisational sizes, reveals that there are statistical differences between the score reported by small, medium, large and extra‐large organisations and between the scores reported by senior, middle and operational personnel. Findings also indicate that growth in KM differs between industry groupings, with high growth in construction, building materials and mining (±70 per cent), and low growth in educational institutions (±40 per cent).

This paper is of relevance to KM practitioners interested in gaining insight into KM maturity growth that occurred in different organisational groupings and at different operational levels across an extremely diversified environment.

The purpose of this paper is to develop a “good fit” for garments for customer satisfaction, comfort, and functionality as well as a manufacturer's success and reputation.

This paper reviews and evaluates garments on a live fit model and makes recommendations for the acceptance or modification of the garment for production. As more manufacturing, product development, and designing responsibilities continue to take place globally, alternatives to the traditional fit analysis are under consideration.

Fit analysis using live and three‐dimensional scan models as an alternative to the traditional fit analysis are under consideration.

This paper evaluates garments on a live fit model and makes recommendations for the acceptance or modification of the garment for production.

This study examined early childhood special education preservice teachers' perceived knowledge and confidence, as well as actual knowledge of functional assessment-based interventions pre- and postuniversity course participation. A quasi-experimental two-group pre- and posttest design was applied to examine (1) initial differences between two groups (by assigned instructor) in preservice teachers' perceived knowledge, perceived confidence, and actual knowledge, (2) growth over time on these three measures, and (3) their concluding performance following course completion. Results indicated mean score differences between groups at the start of the functional assessment-based intervention course instruction. Large magnitude effects were found for both groups when comparing pre- to posttest scores of preservice teachers' ratings of their perceived knowledge and confidence, as well as a measure of actual content knowledge. Posttest scores showed preservice teachers ended the experience with similar levels of actual knowledge, regardless of group membership. Findings indicate preservice teachers may benefit from a preparation course with applied practice to develop knowledge and confidence for using functional assessment-based interventions, a promising practice (What Works Clearinghouse, 2016), to support students with challenging behaviors. Limitations and future directions are presented.

The purpose of this paper is to determine whether the number of lecture-free and exam-free days before a final exam affects students’ scores overall and by gender.

The paper exploits scheduling differences in final exams between two groups of students who take identical final exams. The treatment group and the control group have similar exam spacing for one “early exam,” but the treatment group has four additional days between exams for another “later exam,” allowing for a difference-in-differences analysis. A survey of contemporary students is conducted to complement the empirical results.

Overall, there are no statistically significant differences in the grades on the exams between the control group and the group that had four more study days. When examined by gender, the point estimate on females is large in magnitude but statistically insignificant at conventional levels (p-value=0.087).

The study uses data on undergraduate students studying economics in Israel. More research in other contexts is needed to determine the robustness of the findings.

This is the first paper to study the effect of the number of days students have between final exams on student final exam scores. The results can aid in determining optimal final exam schedules.