M.Comm. / Captains of industries are constantly under pressure to perform. Their performance is measured in various forms like financial returns, market share, capitalisation, share price and the like. From a broader perspective managers must, according to the traditional functions of management, be able to plan, organise, control and lead. From a narrower perspective this study is concerned with the leading function of management. In order to perform, managers must lead their respective teams to achieve even greater heights than before, as well as to outperform the competition. In order to do this, managers are expected to motivate their teams to do exactly what is required to achieve the set goals. Managers constantly ask why certain employees perform better than others. This is a continual and perplexing problem facing managers. Research done in South Africa by Gail Kelly (Charlton, 1993:2), involving twenty-five successful business leaders, highlighted the following five factors as fundamental for success. • Leadership. • Motivation of people and interpersonal skills. This includes effective communication. • Ability to learn on the job. • Linking strategic planning to implementation. • Hard work. Despite the obvious importance of motivating people, it is difficult to define and analyse motivation. One group of theories states that motivation has to do with the direction, the effort and the duration of the required behaviour. Another group suggests that the factors that incite and direct motivation should be analysed.

The effectiveness of Motivational Enhancement Therapy (MET), a brief four session form of Motivational Interviewing (MI), provided by diabetes health practitioners at a hospital-based clinic, in improving diabetes outcome and self-management of Type 1 and Type 2 diabetes was evaluated using quasi-experimental designs (i.e., non-random control group and multiple baseline designs). Study 1 evaluated if MET provided by Diabetes Nurse Educators (DNEs) was effective in improving diabetes outcome (i.e., blood glucose and lipids) and diabetes self-management, and compared its effectiveness to the current standard treatment which comprised Patient Education (PE). Study 2 evaluated if the results of Study 1 could be generalised to Dietitians providing the intervention. Study 3 evaluated the effects of MI training and post-training supervised practice on practitioner and patient behaviour. Specific hypotheses (Studies 1-2) were that MI would lead to improved diabetes outcome through improved diabetes self-management, and would be more effective than PE. Further, training in MI plus supervised practice was predicted to lead to Nurse Educators behaving in ways consistent with MI and as a result the participants would exhibit less resistance and increased change talk than participants receiving PE (Study 3). The results suggest that MET was well received by the participants, and contributed to improved diabetes outcome (e.g., lowered blood glucose) and diabetes self-management (e.g., self-monitoring of blood glucose and dietary compliance), and may have been more effective than PE, although high variability made conclusions uncertain. Evidence of generalisation across participants, intervention staff, and outcomes is provided. Additionally, evidence is provided that with two days training plus supervised practice the DNE were able to practice MET to at least a beginning level of competency in MI and that as a result the participants behaved in ways consistent with MI theory (i.e., showed less resistance and increased change talk).

The effectiveness of Motivational Enhancement Therapy (MET), a brief four session form of Motivational Interviewing (MI), provided by diabetes health practitioners at a hospital-based clinic, in improving diabetes outcome and self-management of Type 1 and Type 2 diabetes was evaluated using quasi-experimental designs (i.e., non-random control group and multiple baseline designs). Study 1 evaluated if MET provided by Diabetes Nurse Educators (DNEs) was effective in improving diabetes outcome (i.e., blood glucose and lipids) and diabetes self-management, and compared its effectiveness to the current standard treatment which comprised Patient Education (PE). Study 2 evaluated if the results of Study 1 could be generalised to Dietitians providing the intervention. Study 3 evaluated the effects of MI training and post-training supervised practice on practitioner and patient behaviour. Specific hypotheses (Studies 1-2) were that MI would lead to improved diabetes outcome through improved diabetes self-management, and would be more effective than PE. Further, training in MI plus supervised practice was predicted to lead to Nurse Educators behaving in ways consistent with MI and as a result the participants would exhibit less resistance and increased change talk than participants receiving PE (Study 3). The results suggest that MET was well received by the participants, and contributed to improved diabetes outcome (e.g., lowered blood glucose) and diabetes self-management (e.g., self-monitoring of blood glucose and dietary compliance), and may have been more effective than PE, although high variability made conclusions uncertain. Evidence of generalisation across participants, intervention staff, and outcomes is provided. Additionally, evidence is provided that with two days training plus supervised practice the DNE were able to practice MET to at least a beginning level of competency in MI and that as a result the participants behaved in ways consistent with MI theory (i.e., showed less resistance and increased change talk).

Syftet med denna studie var att undersöka hur behandlare uppfattar implementeringen av MI inom SiS-ungdomsvård. Studien utgår från en hermeneutisk forskningstradition med en kvalitativ ansats. Undersökningen bygger på semistrukturerade intervjuer med fem behandlingspedagoger där alla har erfarenhet av MI som förhållningssätt. Resultatet visar att MIs grundutbildning uppfattas som lärorik, givande och proffsigt utförd. Men när kunskapen sedan skall införas i det praktiska arbetet skapas problem. Detta framförallt med anledning av tidsbrist och avsaknad av engagemang, vilket i sin tur leder till att det inte finns en tydlig struktur för hur kunskapen skall användas och utvecklas.  För att tolka resultatet har vi utgått från studiens teoretiska utgångspunkt som är implementeringsteorin. I diskussionen framgår att implementeringen av ett förhållningssätt är en komplex process vilket leder till att förklaringsfaktorerna till stor del överlappas, vilket i sin tur medför att det är svårt och urskilja vad som slutligen är avgörande i implementeringsprocessen.

Thesis (Ph. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains x, 106 p. : col. ill. Includes abstract. Includes bibliographical references (p. 41-52).

Motivational Interviewing (MI) techniques have been shown to be effective with young people in secondary education. The techniques have increased pupils’ self-efficacy, self-esteem and motivation towards learning. The literature search revealed that there is no published research that has investigated MI techniques with children aged between nine and eleven but some informal evidence suggests there are potential benefits. The aim of this study was to investigate whether MI techniques can be used successfully with nine and ten year old children, attending mainstream primary schools and who had been identified as disengaged by the class teacher. A multiple case study analysis was conducted with 3 nine and ten year old pupils, identified as disengaged by the class teacher. The pupils took part in 3/4 sessions of an MI package specifically produced for younger children. Each pupil and their teacher took part in a semi-structured interview, which were recorded and transcribed verbatim. A researcher diary was used to record researcher observations. All data were analysed using thematic analysis. An assessment sheet was formulated by the researcher and used to assess adherence to the MI aims and principles. Results showed that adapted MI techniques had a significant impact on the pupils’ motivation to learn and on their behaviour in the classroom. Implications of the findings are discussed in relation to the use of school-based therapeutic interventions by school psychologists.

No description available.

Child maltreatment affects millions of children annually, and evidence-based home visiting programs, such as SafeCare®, help increase parenting skills and, ultimately, the well-being of children. Although effective at reducing maltreatment when participants complete services, high attrition rates in home visiting services may reduce this effectiveness. Using a sample of all clients receiving SafeCare services in Georgia (n=93) from October 2013 to February 2015, we evaluated individual characteristics, information seeking behaviors, and programmatic factors in order to understand the relationships, if any, with participant program completion. During this evaluation cycle, SafeCare reports a completion rate of 43%. The race of the primary guardian significantly relates to program completion (p=0.02). This evaluation can assist those implementing SafeCare to anticipate the needs of their target population.

Introduction: Pediatric obesity prevention and management is a high priority for pediatric providers. Pediatric providers use evidence-based clinical guidelines to integrate the best current recommendations into practice. The contention of this inquiry is that while practice guidelines and obesity programs address the "who, what, when, where, and why" of pediatric obesity interventions, the guidelines fail to address the "how" of the process that bolsters adherence and attacks the high attrition rates of obesity management. Objective: The objective of this practice inquiry is to evaluate Prevention and Treatment for Pediatric Obesity: An Endocrine Society Clinical Practice Guideline Based on Expert Opinion using the Appraisal for Guidelines and Research and Evaluation (AGREE II) instrument and to investigate techniques to improve adherence to the lifestyle changes recommended in the guideline, by synthesizing the current research for using motivational interviewing with obese pediatric patients, and propose a plan for translating the intervention to measurable outcomes. Methods: Prevention and Treatment of Pediatric Obesity: An Endocrine Society Clinical Practice Guideline Based on Expert Opinion was evaluated using the AGREE II instrument. The current recommendations are detailed based on the findings of a review of the literature. Using the RE-AIM framework, recommendations are made to determine the translation potential for the use of motivational interviewing to improve adherence to lifestyle recommendations, thus improving the current clinical practice guideline. Results: Review of the Endocrine Society's CPG using the AGREE II instrument yielded an overall guideline quality rating of 6/7. The guideline is recommended for use with modifications to improve applicability. Integration of MI to the practice guideline and the use of the RE-AIM framework to improve uptake of the intervention is proposed to address the weaknesses in applicability revealed in the guideline evaluation. Conclusion: The CPG reviewed in this PI provides quality recommendations for the treatment and prevention of pediatric obesity. By integrating MI techniques and using the RE-AIM framework, pediatric providers may be able to bolster adherence to the guideline recommendations and ultimately improve clinical outcomes and impede the rising pediatric obesity rates. Future research should include evaluation of MI interventions in the pediatric clinical setting.

Thesis (M. Sc.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 135-141). Also available via the World Wide Web.