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The failings of a typical appraisal scheme are discussed, and then a revised approach is described, with principles and details worked out by line managers and not the personnel function. The new approach was reviewed and modified after one year. The result is improvement in other management practices, a positive response from the staff appraised, and a significant impact on the employee relations climate.

Besides the technological challenge of flying a space probe for ten years before arriving at the final mission destination, one is confronted with a potential loss of knowledge during this period. The purpose of this paper is to give an overview of the general knowledge management applied for such a mission. It aims to give details for a new approach, the video approach, to capture expertise knowledge of engineers and scientists.

The video approach included the visit of all instrument teams for several days, executing interviews with engineers, technicians and scientists. During the interviews a table of content (/toc/) with attached keywords was generated. The final video was transferred into a computer‐readable form and connected with the table of content. The methodology that was used to prepare and execute the interviews, the final video material and the storage and structure of the table of content and keywords is presented.

The experimenter interviews and the follow‐up work are finished. The paper finds that feedback received so far is positive and some experimenter teams use the approach for internal work.

The existing videos are not integrated into the existing standard office environment. Another technology step needs to integrate video capture, search and play into the existing, e.g. document processing, environment. The quality of the approach is difficult to estimate as the captured information might only be used in the years to come.

Proof of concept is given and lessons‐learned listed.

An new approach is documented giving technical implementation, setup, execution and approach details. Suitable as a reference paper for any organization with similar knowledge management requirements.

A number of studies, most of which have been carried out in the US, examine the appraisal interview by adopting the general research strategy of examining the relationship of one (or more) interview process characteristic(s) to one (or more) interview outcome.

Consists of a series of nine articles under the same title. Each article provides a different slant on the hiring process. Outlines the legal position when hiring employees and concentrates on providing a framework for managers. Covers areas including job analysis and descriptions, where to advertise and recruit, selection criteria, the interview, testing, negotiating the offer of employment and references. Briefly describes trends in employment practices and ways to minimize potential litigation through best practice.

In the last decade, Australia has seen a series of high‐profile criminal cases come under court and public scrutiny due to improper interviewing practices, prompting a need to review and revise training in interviewing skills. This pattern echoes that seen in the UK in the 1970s and 1980s. What followed in the UK was a plethora of research examining different aspects of police interviewing. To date, there has been limited research in Australia on interviewing suspects. The purpose of this paper is to provide insight into a large sample of current Australian police officers' attitudes and practices regarding investigative interviewing.

This study involved a survey of current police officers from the Queensland Police Service (n=2,769), collecting data on attitudes with current training and supervision, importance of investigative interviewing and operational skills and competence.

These are discussed in relation to the need for further systematic research into police interviews, improved training and the need for law enforcement organisations and agencies in Australia to implement organisational investigative interviewing strategies.

The paper shows that further systematic research is required to examine “operational” investigative interviewing practices (as opposed to perceptions) in Australia. Consideration also needs to be given to the development of investigative interviewing training frameworks that focus on the experience, skills and previous training of each officer. Moreover, interviewing needs to be recognised as a skill requiring regular maintenance, monitoring and evaluation.

In this article Alec Hughes looks at interviewing, with a close concentration on appraisal and selection. This is an attempt to provide an improved service to readers, and could be provided for other film subject areas. Write to the editor and tell him whether you have found this article useful, and what other areas of film would interest you.

This paper describes the approach to studying leadership within the interpretive paradigm that the author undertook for their doctoral research.

For the study, qualitative data were collected via in-depth interviews and the researcher's systematic reflections. The analytical process consisted of database design and management followed by cyclical interview and cross-interview analyses and integration of the researcher's reflections.

The paper showed that integrating various qualitative methods in pragmatic ways that better align with the research scope, along with a systematic approach to studying complex phenomena—such as leadership—generated richer and more cohesive perspectives.

This paper provides a detailed account of how the qualitative data collection and analysis methods were used, which could be replicated or adapted for future research within the interpretive paradigm.

The paper helps students and junior researchers make sense of qualitative data analysis and interpretation by offering practical tools to tackle the diverse processes of qualitative research.

This paper is based on the Author's doctoral research, recording their experience with engaging in qualitative research.

The purpose of this paper is to analyze teacher candidates’ implied assumptions, attitudes, and concerns about occasional teaching. Data were gathered from 100 teacher candidates over the course of three academic years. Each of the participants posed two questions at the beginning of an online occasional teaching course that they would like to be answered by the end of the course. An awareness of teacher candidates’ questions will be useful in the process of improving pre-service teacher preparation and professional development in occasional teaching.

On the first day of the course, the teacher candidates were asked to reflect upon their first practicum experience and post these reflections to the Sakai discussion forums board. As a follow-up to this introductory activity, the author then invited the teacher candidates to compose and share two (open-ended) questions they would like addressed in this occasional teaching course. These questions were submitted and retained by the author for the duration of the course. The author referred to these teacher candidates’ questions over the term of the course to ensure that the teacher candidates’ queries were being addressed and their misconceptions were being challenged. Over the course of this study, the 100 teacher candidate participants (n=100) each offered two questions for a total of 200 questions. However, not all questions were unique. The study design employed the use of qualitative and quantitative methods. The participants’ questions were transcribed, organized, coded and categorized. Data were initially bracketed into meaning units, coded for relevant categories, refined and related to enable the development of encompassing themes. Each question was coded only once based on the central issue or premise of the question. Frequency distributions and percentages of common responses were also derived from participant responses.

Findings suggest that teacher candidates are most concerned with classroom management, curriculum and instruction, getting hired as an occasional or long-term occasional teacher, administrators’ and classroom teachers’ expectations of occasional teachers, legal aspects of occasional teaching, and working with special populations.

Due to attrition, the final number of respondents was 100. It can be argued that the group of students who withdrew from the occasional teaching course may have had different perceptions, concerns, and questions from those who completed the study. More research should be conducted on occasional teaching. Such research may help the author to improve the situation for students, teachers, administrators, teacher candidates, and occasional teachers. Conducting a longitudinal study with the same students would also be useful to identify whether or not they were satisfied with the amount of preparation they had during their pre-service teacher training.

A critical beginning for teacher educators is to capture the initial questions and conceptions that their teacher candidates possess on entry into pre-service education programmes. Teacher education programmes should begin considering courses that will help pre-service teachers reconstruct and modify their preconceived perceptions about occasional teaching, in hopes that it will promote professional growth and development. Faculties and boards of education should consider creating a “How-To” resource manual that is aligned with the Standards of Practice for the Teaching Profession, and designed for newly hired occasional teachers, regular classroom teachers, administrators, and teacher candidates. This manual could include case studies accompanied by a series of thought-provoking questions and real-world guidance from the “experts in the field” which will prove helpful when teacher candidates are preparing for their interviews.

Occasional teaching is the route into the profession for the majority of Ontario’s new graduates. This gradual and increasingly extended process toward full entry to the profession results in more competition each year for the next group of first-year teachers and greater reliance on occasional teaching. Despite these findings, few teacher education programmes in Ontario, Canada offer courses, workshops, or training to help prepare their teacher candidates for occasional teaching as their possible point of entry into the teaching profession. This lack of preparation is a major concern for the teaching profession as a whole. To fully address these concerns, occasional teacher training must be provided for all teacher candidates. Faculties and boards of education need to develop a well-qualified, highly skilled occasional teacher who through training becomes a well-developed specialist at teaching at one school today, in another tomorrow, and in still another the day after tomorrow. Occasional teaching training courses and programmes must provide prospective occasional teachers with the skills they need to enter any classroom and provide a positive learning atmosphere. This applied research will inform efforts to improving pre-service teacher preparation and professional development in occasional teaching.

Unquestionably, the appraisal interview is a significant part of the performance appraisal process. It is in this formal interview that feedback on subordinate performance is communicated, salary/promotion discussions are held, ways of correcting performance deficiencies are discussed, training and development needs are explored, and future work goals and objectives are delineated (Eichel & Bender, 1984; Pratt, 1985).

This study addresses the specific topic of transition between higher education and the world of work, taking differences naturally inherent to the individual and to the surrounding micro and macro contexts. With a holistic approach, this paper aimed to provide a deeper understanding about the university-to-work transition process in a period of turbulence and continuous changes in the labour market.

The three research questions that guide this qualitative study are as follows: (1) What are the factors that facilitate the transition to the labour market? (2) What are the factors that constrain the transition to the labour market? (3) What are graduates' perceptions of their employability? To answer these questions, eleven graduates were interviewed about facilitators and barriers of the transition process and perceptions of employability. Data collected from the interviews were then related to categories previously defined from the literature review. Version 12.0 of the NVivo software was used to support the process of data analysis.

Overall, participants' discourse refer to a multidimensional and dynamic perspective of factors related with work transition and employability. The obtained results indicate that the lack of career agency during graduation and professional experiences, together with late career exploration processes, represent possible barriers of transition, especially in study fields with targeted job offers. Likewise, experiences promoting the development of competencies through supportive practice from teachers, mentors and colleagues are referred as facilitators of transition.

One of the most consistent outcomes of the interviews conducted concerns the importance of a stronger focus on developing practical experiences during higher education studies. This empirical study demonstrated how this type of experience can mitigate the impact of the transition from university to the labour market.

This empirical study demonstrated how work being integrated into learning in curricula can mitigate the impact of the transition from university to the labour market. It offers important insights about possible strategies that could be adopted to promote graduates' employability from a perspective of shared responsibility.