Business Commons^™

Evaluation Of The Effectiveness Of Continuing Professional Development In The Pharmaceutical Workplace: A Cross-Sectional Study In Lebanon, Georges Hatem, Mathijs Goossens, Diana Ghanem, Roula Bou Assi

BAU Journal - Creative Sustainable Development

The objective of this study is to evaluate the effectiveness of Continuous Professional Development in the pharmaceutical workplace and the direct impact on the pharmacists’ personal and professional progression and to assess their perceptions toward various CPD methods and their incorporation into this recent learning pathway. Methods: A cross-sectional descriptive study was conducted in Lebanon within three months from July 2017 till September 2017 using a survey as a tool. Overall 142 participants were conveniently selected frequency matching national government estimates of pharmacists’ work location and gender . Results: Among the respondents, 38.7% reported that they have learnt through CD/DVD, …

Signaling In Training, Megan Paul

Umbrella Summaries

What is signaling? In a learning environment, signaling refers to cues that direct learners’ attention to specific instructional content or that emphasize how the content is organized (van Gog, 2014). Signals can be verbal (oral or written) or visual (static or dynamic images or graphics). More commonly studied examples include:  signals in written materials: underlining, italics, bold, highlighting, outlines, headings, overviews, and summaries  signals in visual materials: arrows, circles, flashing, color coding, spotlighting (graying out some content), zooming in on key content, and gestures of pedagogical agents When signals are used only in written text (i.e., without accompanying …

Self-Explanation In Training, Megan Paul

Umbrella Summaries

What is self-explanation? Self-explanation is “a process by which learners generate inferences about causal connections or conceptual relationships” (Bisra et al., 2018). It involves pausing to think more deeply about instructional content, to better connect it with prior knowledge or to check for understanding. Self-explanations can be prompted (through specific instructions or questions) or unprompted (done spontaneously by a learner). Prompts can include instructions to explain, open-ended questions, or closed-ended questions such as multiple choice (Bisra et al., 2018). There is no one type of self-explanation. Examples include providing rationale for a decision or belief and explaining a concept, process, …

Applying Active Training Principles And Its Impact On Trainees’ Learning Gain And Motivation, Talal Elsaghir, Jamal Alzaeem Almonajid

AAU Journal of Business and Law مجلة جامعة العين للأعمال والقانون

This study aimed to highlight on the active training and demonstrate its impact on learners’ learning and motivation to follow such training, engage in it and apply its skills. The population of the study consisted of a group of main tax auditors, verification monitors and accounting chiefs (category III), who are practitioners in the Directorate of Public Finance under the authority of the Ministry of Finance. They attended a training course at the National Institute of Administration in Lebanon in order to be promoted to full-time employees in the Ministry of Finance. A total of 62 trainees participated in the …

Leadership Training, Megan Paul

Umbrella Summaries

What is leadership training? Leadership training is a broad term with no universal definition. For the purposes of this review, it refers to “programs that have been systematically designed to enhance leader knowledge, skills, abilities, and other components” and it includes “all forms of leader, managerial, and supervisory training/development programs and/or workshops” (Lacerenza et al., 2017, p. 1687). As with all training, leadership training can vary in many ways. Below are some of the more common aspects that have been empirically evaluated:  Needs analysis: whether a systematic process was used to identify training needs and design the training accordingly …

Conversational Style In Training, Megan Paul

Umbrella Summaries

What is conversational style? Conversational style refers to a combination of stylistic strategies to personalize instructional text (oral or written) for learners. These include “the use of first and second rather than third person, directly addressing the reader, revealing [the author’s] personal beliefs, and/or using polite forms of address” (Ginns et al., 2013, p. 452). The following excerpts illustrate such styles:  “During inhaling, the [your] diaphragm moves down creating more space for the [your] lungs” (Mayer et al., 2004)  “Let me tell you what happens when lightning forms” (vs. just the scientific description; Moreno & Mayer, 2000)  …

Learning Amid Disruption: Bouncing Forward Into A Changed World, Rachel Reichenbach, Jewlya Lynn, Jen Heeg

The Foundation Review

The philanthropic sector has come to recognize the importance of bringing a systems lens to its work, seeking to influence upstream drivers of complex problems, and being adaptive in its approaches instead of implementing static, multiyear plans. Yet, integrating these concepts into practice continues to pose a challenge.

Humanity United — a foundation dedicated to cultivating the conditions for enduring freedom and peace — had been grappling with this charge when the disruption caused by COVID-19 led it into a crisis response mode in 2020, similar to many other philanthropic institutions. That disruption also challenged our old ways of being, …

Teaching, Learning And Academic Integrity During The Pandemic, William Saunders, Carlton Perkins

Southwestern Business Administration Journal

Abstract

The COVID 19 pandemic is responsible for instructional delivery changes in the higher education environment. The forced closing of many traditional classrooms, and teaching virtually, is taking the transfer of knowledge to students into a different realm. Adjustments must be made by students and professors alike to ensure that students continue to learn. However, as institutions transition away from the face to face classroom setting to the virtual platform, opportunities for cheating increases and changes to teaching and assessment should be implemented. Included among the innovations and adjustments must be testing and assessment methods that will hopefully guarantee learning …

Diabetes Mellitus Affects Working Memory, Dylone C. Braganza, Emmanuel Flores, Lauren A. Crew, Ryan A. Wirt, Andrew A. Ortiz, Adam M. Mcneela, Jefferson W. Kinney, James M. Hyman

Spectra Undergraduate Research Journal

Alzheimer’s disease (AD) degrades the brain’s ability to remember, think, and carry out tasks. The exact cause is not known, but several risk factors have been identified, including diabetes mellitus (DM). DM causes elevated blood sugar levels due to reduced insulin production in the pancreas. The linkage between elevated glucose levels and the behavioral impairments are not fully understood, which was the focus of this study. Rats were trained to alternate directions in a maze to receive a reward on consecutive trials. After training, five rats were injected with streptozotocin (STZ), which induces hyperglycemia by injuring pancreatic beta cells. Three …

Before Turning Into Ashes: A Study Of Entrepreneurial Cognition, Learning, And Exit, Azadeh Zamanian

Theses and Dissertations

Entrepreneurial practices such as discovery, evaluation, and exploitation of opportunities, decision-making, and problem solving are influenced by mental processes and cognitive mechanisms. Decision-making studies in the field of entrepreneurship confirm that entrepreneurs have strong tendency to use cognitive mechanisms such as biases and heuristics to simplify their decision-making processes. Compared to non-entrepreneurs, entrepreneurs show higher levels of cognitive bias.

By focusing on cognitive mechanisms of entrepreneurs, this study answers the question of why some individuals insist on continuing their entrepreneurial journey while failure-related phenomena such as critical setbacks and counterfactual thoughts exist.

Unlike the prior research that have focused on …

Welcome To Champ Camp: An Observational Study On The Education And Preparation Of Youth Athletes For A Multi-Sport Games, Michael L. Naraine

Journal of Athlete Development and Experience

Youth multi-sport events offer athletes an opportunity to prepare and train for traditional (adult) multi-sport competitions like the Olympic Games, but simultaneously raises questions as to how athletes train and prepare for the former. Thus, the purpose of this study was to uncover how youth athletes were being educated and prepared for a multi-sport games, and whether this preparation was congruent with the circumstances that athletes would encounter. To do so, the Australian Olympic Committee’s “Champ Camp” pre-Games summit was observed, documenting the educational training youth athletes received prior to attending the 2018 Buenos Aires Youth Olympic Games. The findings …

After-Action Reviews, Megan Paul

Umbrella Summaries

What are after-action reviews? An after-action review (AAR) is “a systematic technique that turns a recent event into a learning opportunity through a combination of task feedback, reflection, and discussion” (Keiser & Arthur, 2020, p. 2). The process has been used in various fields, leading to a variety of labels, including after-event review, debrief, guided team self-correction, and reflexivity (e.g., Chen et al., 2018; Couper et al., 2013; Ellis & Davidi, 2005; Smith-Jentsch et al., 2008). Note that though the term “debrief” is sometimes used, AARs are distinct from debriefing sessions that are intended to help individuals process stressful or …

Seductive Details In Training, Megan Paul

Umbrella Summaries

What are seductive details? In a learning environment, seductive details are interesting but unimportant details that are not necessary to achieve the instructional objective (Garner et al., 1989). The information may be tangentially related to the topic but is not relevant to the main teaching goal. Such details are often included for the purpose of making the topic more interesting and engaging. There are many potential types of seductive details; they can be visual, verbal, or aural—static or dynamic images (e.g., illustrations, photos, animations), written or spoken words (e.g., text, narration), or sounds (e.g., music; Sundararajan & Adesope, 2020). Why …

Pedagogical Agents, Megan Paul

Umbrella Summaries

What are pedagogical agents? Pedagogical agents are “lifelike characters presented on a computer screen that guide users through multimedia learning environments” (Clarebout & Heidig, 2012, p. 2568). Pedagogical agents can vary in multiple ways. The following characteristics have been most studied: appearance (two-dimensional [2D] vs. three-dimensional [3D]), eye gaze, facial expression, gesturing, motion, and gender. The simplest pedagogical agent would be a static, 2D image with just text, and a complex agent would be a dynamic, 3D person or character that talks, gestures, and has eye movements and facial expressions. Why are pedagogical agents valuable? Pedagogical agents are valuable because …

Training Tests, Megan Paul

Umbrella Summaries

What are training tests? For this purpose, training tests include any form of knowledge assessment intended to gauge learning from training. Tests can be of varying lengths, formats (e.g., true/false, multiple choice, short answer), or labels (e.g., quiz, learning checks). The important feature is that they require learners to practice retrieving training-related information from memory. Thus, the focus here is on knowledge and understanding, versus skill acquisition. Why are training tests valuable? Training tests are valuable because the act of taking a test improves subsequent learning outcomes. More specifically, people who take a test perform better on later assessments of …

Pre-Training Interventions, Megan Paul

Umbrella Summaries

What are pre-training interventions? Pre-training interventions refer to strategies that are implemented prior to training, for the purpose of enhancing training outcomes. Thus far, the primary strategies that have been most frequently investigated include (a) attentional advice, (b) meta-cognitive strategies, (c) advance organizers, (d) goal orientation, and (e) preparatory information (Cannon-Bowers et al., 1998; Mesmer-Magnus & Viswesvaran, 2010).  Attentional advice includes guidance to orient the learner to what they will learn. Examples include going over the main learning objectives or highlighting essential aspects of the training and how they relate to the job.  Meta-cognitive strategies include approaches for …

Learning Through Dialogue During Intelligence Assessments: A Translation Of Theory Into Practice, Adrian Wolfberg, Nancy M. Dixon

Engaged Management ReView

We translate a theory into the practice of intelligence assessments. Following Karl Weick’s (1993) retrospective approach, the translation relies on previously published evaluations of intelligence assessment practices. Intelligence assessments are used in organizations to inform leaders of threats and opportunities. The theory we apply describes how an intelligence analyst learns through dialogue during the practice of conducting an intelligence assessment, and it consists of four learning archetypes: cooperative, focused, survival, and reflective. The theory is based on the differential effects on learning caused by the interaction between information overload and equivocality. We use the role of dialogue in the theory …

A Practice Perspective On Knowledge, Learning And Innovation – Insights From An Eu Network Of Small Food Producers, Clare Rigg, Paul Coughlan, Denise O'Leary, David Coughlan

Articles

Drawing on insider research with a three-year EU network created to support innovation in geographically marginalized traditional food companies, this paper makes three contributions to discussions of innovation in small and micro-firms. First, we shift focus away from conceiving of knowledge as a discrete entity, and of knowledge sharing, transfer and exchange as the passing of objects. Applying a practice perspective that conceptualizes innovation as situated in the everyday activities of organizing, learning and working, we extend open innovation ideas and identify three distinct sets of knowledge-creating practices that small and micro-firm actors in this network context engage in as …