The present research explored associations between potential antecedents of subordinate learning agility and subordinate performance (perceived manager coaching behavior, subordinate learning goal orientation, and perceived manager-subordinate psychological safety). Two studies were conducted: one in a healthcare organization and another using crowd-sourced data. Findings demonstrated significant associations between study constructs. Specifically, structural equation modeling and regression results demonstrated that perceived manager coaching behavior was associated with perceived manager-subordinate psychological safety and with subordinate learning agility. Analyses also established that subordinate learning goal orientation was associated with subordinate learning agility. Additionally, results demonstrated that perceived manager-subordinate psychological safety was associated with subordinate learning agility. Finally, results did not verify an association between subordinate learning agility and subordinate performance, although this may have been due to methodological issues rather than empirical ones. Future research should assess causal mechanisms, other antecedents, and contextual elements such as the level of change in an organization. A fuller study of these constructs may provide more understanding of the importance of learning agility in the workplace. Implications for organizations are discussed.

An extensive body of literature supports the clinical utility and feasibility of client-centric goal-setting techniques in neurorehabilitation. However, such techniques are seldom used and difficult to adopt in mainstream clinical practice. Two primary barriers that limit uptake and adoption of individualized goal-setting techniques into routine practice include: (1) lack of an operationalized framework susceptible to variations in the characteristics of the user and constraints of a medical setting and (2) limited knowledge on the part of clinicians and clients to confidently engage in goal-setting conversations. The eGAS app was designed to address the need for a semi-structured client-centric goal-setting framework for clinicians engaged in neurorehabilitation. This study used a single-subject design to investigate the effects of using eGAS in an outpatient hospital setting on clinician behavior and client responsiveness. A nonconcurrent, multiple-baseline design was used across three clinicians to determine if use of eGAS would result in functional changes in collaborative interviewing behaviors, validity of generated goal scales, and reliability of the process. Results revealed that using eGAS had strong functional effects on collaborative interviewing behaviors and validity of goal scales, and a weak effect on reliability. Another noteworthy finding was that eGAS could be implemented with relatively high fidelity within the constraints of a clinical context despite variations in the characteristics of the end-user, i.e. clients and clinicians. I discuss support for ecological validity of eGAS in terms of implementation barriers and facilitators that affected outcomes, methodological limitations, and future steps to improve design validity and implementation integrity.

We study optimization algorithms for the finite sum problems frequently arising in machine learning applications. First, we propose novel variants of stochastic gradient descent with a variance reduction property that enables linear convergence for strongly convex objectives. Second, we study distributed setting, in which the data describing the optimization problem does not fit into a single computing node. In this case, traditional methods are inefficient, as the communication costs inherent in distributed optimization become the bottleneck. We propose a communication-efficient framework which iteratively forms local subproblems that can be solved with arbitrary local optimization algorithms. Finally, we introduce the concept of Federated Optimization/Learning, where we try to solve the machine learning problems without having data stored in any centralized manner. The main motivation comes from industry when handling user-generated data. The current prevalent practice is that companies collect vast amounts of user data and store them in datacenters. An alternative we propose is not to collect the data in first place, and instead occasionally use the computational power of users' devices to solve the very same optimization problems, while alleviating privacy concerns at the same time. In such setting, minimization of communication rounds is the primary goal, and we demonstrate that solving the optimization problems in such circumstances is conceptually tractable.

Background: Research has shown that staff-patient relationships within secure forensic services appear to be influenced by an ethos of institutional control, most evident in the tensions of developing meaningful therapeutic relationships while continuing to maintain high levels of security. In an attempt to address the perceived deficits in these relationships, the development of a positive therapeutic milieu was proposed within a high security hospital. Novel therapeutic interventions, known as Ward-Talking-Groups (WTGs), were introduced as a first step towards the development of this milieu. It was also recognised that research exploring the efficacy of psychological interventions for the treatment of psychotic symptoms have exclusively focused on community based settings or general psychiatric hospitals. Although the findings from these reviews have some utility within a forensic psychiatric population, this population also have a number of co-occurring complex needs that inevitably impact on treatment outcomes. Objective: The primary study aimed to explore in detail patients' experiences of being part of their WTGs. A systematic review was also conducted to review the existing literature regarding the efficacy of psychological interventions for the treatment of psychotic symptoms in individuals with forensic needs. Methods: For the primary study, semi-structured interviews were conducted with ten male participants detained within a high security hospital. The data was transcribed and analysed using Interpretative Phenomenological Analysis. For the systematic review, using predefined inclusion and exclusion criteria, eight databases were searched, selected journals were hand searched and two grey literature databases were searched to identify relevant studies. 9 Results: For the primary study, three themes emerged from the data: Coming together as a unit; Liberty Vs. Control, and Facing something new. For the systematic review, eight studies fulfilled the inclusion criteria for review, with relevant information from each study being extracted and tabulated. The identified studies were scored against quality criteria. Discussion: For the primary study, the findings highlight the importance of patients being able relate to other people within their WTG, with the challenges and benefits of this being at the forefront of participants' minds. Participants described an increased sense of liberty within their WTG, while being acutely aware this was within the context of a high security hospital. Participants' feelings towards the introduction of their WTG appeared to be split; some felt ambivalence towards them, while others were open-minded about them. Reflecting on the introduction of their WTGs, participants shared the view that more information about them was necessary. However, they differed in their approach to seeking this out. For the systematic review, overall findings from the review papers tentatively suggest there is some evidence for the efficacy of psychological interventions in the treatment of psychotic symptoms in individuals with forensic needs. Clinical implications, strengths and limitations, and future research possibilities are outlined for both the empirical study and systematic review.

Law, Wing Sze Vikki. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 38-40). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.ii / Chapter Chapter 1 --- Introduction --- p.1 / Background of Goal Setting Theory --- p.1 / The Dark Side of Goal Setting --- p.2 / How does goal setting motivate unethical behavior? --- p.5 / Organizational climate encourages unethical behavior --- p.6 / Costs of goal failure and the benefits of unethical behavior --- p.6 / The effects of extrinsic reward --- p.8 / "Goal proximity and the ""Goal Looms Larger Effect""" --- p.9 / Mediating role of goal commitment --- p.9 / Chapter Chapter 2 --- Method --- p.11 / Participants and Design --- p.11 / Task and Procedures --- p.11 / Manipulations --- p.12 / Chapter Chapter 3 --- Result --- p.15 / Main Analyses --- p.15 / Goal assignment methods and perceived goal difficulty and specificity --- p.15 / Goal assignment methods and perceived level of challenge and stress --- p.16 / Goal assignment methods and performance --- p.17 / Goal assignment and work effort --- p.19 / Performance overstatement and understatement --- p.20 / Goal assignment methods and unethical behavior --- p.23 / Goal proximity and unethical behavior --- p.24 / Goal assignment and goal commitment --- p.25 / The mediating role of goal commitment on unethical behavior --- p.26 / Chapter Chapter 4 --- Discussion --- p.28 / Goal setting and work effort --- p.28 / Goal setting and performance --- p.29 / The Dark side of goal setting --- p.30 / Goal proximity --- p.32 / Mediating role of goal commitment --- p.32 / Goal setting and goal commitment --- p.32 / Chapter Chapter 5 --- Conclusion and Implications --- p.34 / Limitations and future studies --- p.36 / Reference --- p.38 / Appendix I Workbook --- p.41 / Appendix II Goal commitment scale --- p.61

A systematic, empirical study conducted in eight hospital operating rooms found that employees often select opportunity-dependent goals. These goals are self-set or chosen by the individual, but the opportunity to perform the goal chosen is dependent on others. For example, "learn to circulate on total joint surgeries" is a self-set, opportunity-dependent goal. The individual must be assigned to that job. It was found that when this type of goal is chosen and the individual is not given the opportunity to perform it, the individual attributes the failure to external causes. This failed opportunity-goal type was significantly related to lower motivation, whereas failed self-dependent goals (for example, "become more proficient on the computer") were related to higher motivation. It was found that the joint influence of the attributional dimensions of causality, stability, and control were affecting these differences for the two types of failed goal groups.

Research has shown noncontingent reinforcement (NCR) to be an effective intervention in reducing inappropriate behavior (i.e., problem behavior) when implemented prior to its occurrence in both clinical and applied settings. Some research suggests problem behavior of teenagers and adults with disabilities may be reduced at greater rates when NCR is implemented in combination with signals (e.g., visual timers). Additional research is warranted to investigate if the positive effects of NCR can be enhanced using signals when working with young children with autism. This study evaluated the effects of NCR when implemented with and without a visual timer on the problem behavior of three preschoolers with autism attending a special education day treatment program. All interventions were implemented by classroom staff during typical learning activities. Overall results were inconsistent in determining if NCR with signals may be an effective intervention for reducing problem behavior of preschoolers with autism. However, results suggest NCR with signals may contribute to a reduction in problem behavior for some preschoolers with autism. Additional research will be needed to verify these tentative conclusions.

Children with disabilities in school settings often display problem behavior. These challenging behaviors can be inattention, disruptions in class, difficulties with transitions between tasks, and low task motivation. These types of behaviors can lead to problems for the students with their peers, teachers, and school staff. One way to decrease problem behavior is to implement antecedent manipulations to prevent problem behavior from ever occurring. One type of antecedent manipulation is using alternative seating in the classroom, such as stability balls or stabili-t stools. However, little research has been conducted to evaluate different types of alternative seating, therefore this study used an alternating treatments design to evaluate the effects of stability balls versus stabili-t stools on in-seat and on-task behavior in an academic setting. Results indicated increases in both in-seat and on-task behavior with the use of both alternative types of seating. In-seat behavior increased more substantially then on-task behavior with alternative seating. Social validity results indicated that stability balls were not well liked by teachers and therapists, however the stabili-t stools were found to be acceptable. Both types of alternative seating were chosen by participants in the choice phase, however the stabili-t stool was chosen more often.

Research into learner autonomy has confirmed the importance of learner competencies such as effective strategy use, goal setting and planning, maintaining motivation, and the ability to reflect and self-evaluate to the development of autonomy. The introduction of key competency frameworks to develop learner autonomy has been a focus of recent curriculum development from primary through to tertiary levels in the New Zealand education system. However, facilitating and managing the development of these learning competencies in a programme of study that has a number of different papers and staff, can be problematic. The learning portfolio is emerging as a possible medium to provide the required framework. This study investigated the effectiveness of an ePortolio in enhancing learner autonomy in the context of a language learning programme. The aim of this study was to gain insight from a student perspective into the usfulness of ePortfolios as a tool to enhance student learning. Investigating learner autonomy and the development of self-reflection resulting from the use of ePortfolios was the main focus of the study. It also examined some of the practicalities of using an ePortfolio to develop the desired learner competencies, and discussed whether an ePortfolio provides an effective framework to record, monitor and provide feedback to students. The results of the study reinforce the findings of previous studies in that there are benefits of ePortfolios as they encourage reflection. ePortfolios also have the potential to support the reflective process by making learning outcomes visible and they promote goal-setting. However, despite these apparent benefits, the findings suggest that there are many challenges, which have the potential to negatively influence its effectiveness. The ePortfolio in this study was used with varying degrees of success. The findings have raised several issues regarding the introduction of an ePortfolio. The time it takes for teachers to give individual feedback and maintain an adequate level of feedback throughout the semester was one major challenge. The extent to which learners need to be trained in the purpose of the ePortfolio and its link to reflection and developing autonomy was another issue that was raised. In addition, getting students to reflect on their learning holistically also proved to be problematic. Overall however, findings as to the effectiveness of the ePortfolio in promoting autonomous learning appear promising, but they have highlighted the need to make changes to the ePortfolio itself. Its integration into the curriculum needs to be reconsidered to maximize its use and gain maximum benefit.

<p>Coaching är ett verktyg som används för att ta någon annan från ett nutida läge till att nå ett framtida mål, utöka sina potentialer och utvecklas som person. Studiens syfte var att genom en kvalitativ ansats undersöka olika aspekter av coaching som resulterat i ett givande resultat för den enskilda individen. Syftet var även att undersöka vilka problem deltagarna stötte på i processen samt coachens roll. Åtta personer intervjuades och resultatet visar att de tyckte att coachingen resulterat i förbättrad självkänsla och självkännedom, ett förändrat tankesätt och en tydligare målbild. Relationen till coachen upplevdes betydande i form av stöd och feedback i processen. Att förändra och omstrukturera beteende och tankar upplevdes som svårast. I studien framkom att coaching som metod, bör anpassas och utformas efter individens behov för att gynna personlig utveckling. Samtidigt visade sig även målskapandet inneha en central och avgörande del i coachingprocessen.</p>