<p> Employee retention in the Canadian gaming/casino industry is an important consideration that allows organizations to maintain stability in a highly competitive hospitality environment. The purpose of this quantitative research was to determine if there was a relationship between employability skills, in the form of customer service aptitude and essential skills numeracy, and employee retention in the gaming/casino industry. The literature review supports the notion that hiring people with the correct person-job fit (P-J fit) has a high probability of retention (Edwards 1991). The current study looked at 298 employees hired by Manitoba Lotteries casinos (data supplied by Manitoba Lotteries Corporation) and applied bivariate analyses and a binary logistic regression analysis to identify if the customer service aptitude and numeracy assessments are useful tools in predicting employee retention in the gaming/casino industry. This approach encompassed information that identified customer service and numeracy/math skills as being critical to the successful performance of duties for a large number of gaming/casino employee positions. The results of the analysis were unable to provide evidence that high levels of customer service aptitude and numeracy/math assessment results significantly contributed to short term employee retention. However, significant relationships were identified between casino department and retention and between gender and numeracy scores. Implications of these results and directions for future research are discussed.</p>

<p> The traditional, full-time MBA program environment has become increasingly tumultuous. The many pressures facing business schools, from declining interest of applicants to the burgeoning number of schools and degree formats, have led many to predict that the model cannot continue as is and is ripe for change. Many believe consolidation in the business school marketplace is inevitable and survival is not guaranteed. </p><p> Business schools instruct students that, in today&rsquo;s competitive environment, companies must be able to adapt and quickly respond to changes in the business environment. However, business schools do not seem to have practiced what they preached. Although most business schools would say that they are continuously improving the degree, they likely would agree that most of the changes have been incremental and that the traditional MBA program has remained largely unchanged since its inception. The primary purpose of this study is to explore how the full-time MBA program might be transformed by seeing how four highly ranked business schools would view innovations developed by two leading business schools and whether reengineering the educational model also transforms the business model. </p><p> There is a strongly held belief that the traditional two-year, in-person MBA will continue to be relevant but may be sustained only by the top-20 schools. The hundreds of other business schools will be forced to adapt, but the degree and urgency to which they do may vary based on their perception of the school&rsquo;s standing and their willingness to challenge existing beliefs around their brand image, pride of creation, and entrenched incentives. </p><p> Change and adopting innovation do not guarantee success. Likewise, doing nothing does not guarantee failure. Change, however, is inevitable and might happen quicker than business schools anticipate because of market forces. Business schools that have the most to lose already have begun experimenting with innovation outside their reputation-based full-time program. Should the expertise built and lessons learned from this experimentation be incorporated into their full-time programs, the established schools may witness a new pecking order.</p>

<p> Adding technology to the classroom has been an instructional strategy used by many higher-education institutions to increase student success, but merely adding computers, multimedia devices, and other technology to the classroom with pedagogical arbitrariness has proven to have little effect. The purpose of this study was to determine if using the adaptive learning technology (ALT) tool, LearnSmart, in seated introductory business courses would result in a statistically significant difference in unit exam scores, to analyze changes in exam performance through different time increments used of the ALT, and to investigate correlations between the student&rsquo;s metacognition in the ALT module and his or her performance on the unit exam. The population of this study consisted of students in nine sections of introductory business courses at three large community colleges in the Midwest. The first group of students did not use LearnSmart before the exam, the second group of students completed a 20-minute LearnSmart module for each chapter before the exam, and the third group of students completed a 40-minute LearnSmart module for each chapter before the exam. From the data collected and analyzed in this study, there was a statistically significant positive difference in exam scores of students in an introductory business course who completed the 40-minute LearnSmart modules prior to the exam compared to students who did not use LearnSmart. There was also a statistically significant correlation between a student&rsquo;s metacognitive score and his or her exam score.</p>

This qualitative case study sought to expand what is known about training methods that improve interpersonal communication skills for mid-level leaders in corporate settings. It looked at a training methodology, Behaviour Analysis (BA, Rackham & Morgan, 1977) conducted in the context of a year-long leadership development program in a biopharmaceutical company in the United States. Interviews with 16 program participants, and post-program survey data from 83 participants across 5 years, responded to three research questions: 1. How, and in what ways, did mid-level leaders perceive the interplay between thinking about how to communicate effectively and behaving in an interpersonally effective way? (perception) 2. How did mid-level leaders apply BA post-program? (application) 3. What were the reported perceptions of mid-level leaders about a relationship between BA and perspective transformation? (meaning) The researcher had unique access to and history with the client as a facilitator and member of the program design team. A qualitative case study approach was appropriate, given the consistent program content and profiles of participants year over year as well as the availability of additional program documents for analysis. Data insights were varied and clustered by cohort. Findings were interpreted using two theoretical frames: (a) Mezirow’s (1978, 2003) work with perspective transformation, and (b) the study’s conceptual framework, based on Argyris and Schön’s (1974) seminal work on action science and single-/double-loop learning. Key findings included: (a) the element of time on learning to balance advocacy and inquiry; (b) BA acting as a disorienting dilemma and menu card for expanded communication strategies; and (c) the placement of the disorienting dilemma in the process of perspective transformation. Four conclusions were drawn: 1. Making a shift in communication skills to balance advocacy and inquiry is additive and transformative. 2. Group and/or peer learning is an important component for increasing self-awareness in corporate L&D programs. 3. Disorienting dilemmas can be engineered and are valuable for bringing unconscious behavior patterns to consciousness for skill-building in a training setting. 4. Time and reflection play critical roles in making conscious connections between espoused theories and theories-in-use to build communication skills.

by Chan Lai-ying, Rita. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 92-94). / ABSTRACT --- p.iii / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.x / ACKNOWLEDGEMENT --- p.xiii / Chapter / Chapter I. --- INTRODUCTION --- p.1 / MBA Education in Hong Kong --- p.1 / Proliferation of MBA Education --- p.1 / Customer Needs --- p.2 / Value of a Local MBA Degree --- p.3 / Chapter II. --- LITERATURE REVIEW --- p.6 / MBA Education --- p.6 / The World MBA Market --- p.7 / Decrease in Demand --- p.7 / Increase in Supply --- p.7 / The Impact of Recession --- p.8 / Inadequacy of Traditional MBA Curricula --- p.8 / Competition from Corporate Management Development Training --- p.9 / The Future --- p.9 / The MBA still Lures --- p.9 / MBA Consurmers --- p.10 / Training Sponsorship --- p.10 / Future Development of MBA Programmes --- p.11 / The Trend toward In-house MBA Programmes --- p.11 / The Local MBA Market --- p.12 / Programme Evaluation Indicators --- p.13 / Quality of Curriculum --- p.13 / Quality of Applicants --- p.13 / Admission Requirements --- p.14 / Quality of Faculty --- p.15 / Quality of Graduates --- p.15 / Chapter III. --- METHODOLOGY --- p.17 / Objectives --- p.17 / Method of Study --- p.18 / Design of Questionnaire --- p.18 / Test of Questionnaire --- p.19 / Scope and Coverage --- p.19 / Method of Approaching the Companies --- p.20 / Anonymity --- p.20 / Follow-up Actions --- p.20 / Data Analysis --- p.21 / Limitations --- p.21 / Chapter IV. --- RESEARCH FINDINGS AND ANALYSIS --- p.24 / Response Rate --- p.24 / Overall Sample Characteristics --- p.24 / Respondent Companies --- p.24 / Nature of Business --- p.24 / Company Size --- p.25 / Individual Respondents --- p.26 / Department They Belong To --- p.26 / Positions Held --- p.27 / Education Level --- p.28 / Institutions Where They Graduated From --- p.29 / Institutions Where They Got / Are Studying For Their MBA Degrees --- p.30 / Experience In Working With Local MBA Graduates --- p.31 / "Company Practices on Recruitment, Training Sponsorship and Promotion of Local MBA Employees" --- p.32 / Recruitment of Local MBA Employees --- p.32 / Companies Currently Hiring Local MBA Graduates --- p.32 / Company Size and Hiring Local MBA Graduates --- p.33 / Reasons For Not Hiring Local MBA Graduates --- p.34 / Positions Requiring MBA As Requisite --- p.34 / Training Sponsorship Practices --- p.35 / Training Sponsorship For Local MBA Programmes --- p.35 / Reasons For Sponsorship --- p.35 / Institutions Qualified For Training Sponsorship Schemes --- p.37 / Company Offer to Graduates of Different Institutions --- p.38 / Recruitment Preference --- p.38 / Difference in Renumeration Packages --- p.41 / Difference in Positions / Grades --- p.42 / Promotion Preference --- p.43 / Preference For Graduates From Different Institutions --- p.44 / Future Company Needs For Local MBA Graduates --- p.44 / Evaluation on Local MBA Programmes --- p.46 / What do They rely on when Evaluating --- p.46 / Knowledge about Individual MBA Programmes --- p.47 / Admission Requirements --- p.49 / Correlation between Admission Requirements and Reputation --- p.49 / Programme Evaluation --- p.50 / Quality of Applicants --- p.51 / Quality of Curriculum --- p.52 / Quality of Teaching Staff --- p.52 / Quality of Graduates --- p.54 / Effectiveness in Preparing Graduates for Current Job --- p.56 / Effectiveness in Preparing Graduates for Position of Significant Management Leadership --- p.57 / Overall Reputation of Individual Programmes --- p.58 / The Correlation between Knowledge about the MBA Programmes and the Evaluation of the Programmes --- p.59 / Future Development of Local MBA Programmes --- p.60 / Topics / Areas Needed --- p.60 / Importance of MBA Education --- p.61 / Demand for MBA Graduates --- p.63 / Kinds / Levels of Staff needing an MBA Degree Most --- p.65 / Comparing Part-time MBA Programmes with In-house Management Development Training --- p.65 / Overall Findings --- p.67 / Chapter V. --- RECOMMENDATIONS --- p.69 / Targeting at Satisfying Customer Needs --- p.69 / Partnering with the Business Community to meet Demands --- p.70 / Determining Customer Needs --- p.70 / In-House MBA Programmes --- p.71 / Promotion Efforts --- p.72 / Programme Prospectus --- p.72 / Programme Consultancy Service --- p.73 / Image Building --- p.73 / Alumni Networking --- p.74 / Product Differentiation among MBA Programmes --- p.75 / Product Differentiation between BBA and MBA Programmes --- p.76 / Curriculum Reform --- p.77 / Total Quality Management --- p.79 / China Trade --- p.80 / Enhancement in Quality of Faculty --- p.80 / APPENDIX --- p.82 / BIBLIOGRAPHY --- p.92

Thesis (Ed.M.)--Boston University / The purposes ef this thesis were to determine how well the present business pregram prepared the graduates for their work and to obtain information which might be helpful in improving the business education program by making a follow-up study of the 1950-1954 business graduates of the Attleboro High School.

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University

The purpose of this study was to compare selected factors in undergraduate programs in business teacher education in Texas with criteria recommended for business teacher education. The factors selected were: (1) the business teacher education curriculum, (2) professional laboratory experiences of prospective business teachers, and (3) educational preparation, experience, and professional activities of the business education college faculty.

<p> International assignment experiences assist personnel over time by helping them acquire new business skill sets, global perspectives, and essential intermediate- and advanced-level cross-cultural competencies, which collectively benefit all stakeholders. The purpose of this study was to explore the impact of organizational culture, compensation practices, and job designations during the American expatriate&rsquo;s career process to maximize retention rates within the Saudi nonacademic local-clientele training sector. The cultural dimensions theory, the model for expatriate selection, and the model for expatriate training framed this study. A qualitative multiple-case research methodology featured a 10-question survey and a 10-question interview with 15 American expatriates representing 11 Saudi organizations. Themes were developed for each research question. Findings for less experienced expatriates showed more career development opportunities and leadership from experienced section managers were needed. Findings for more experienced expatriates showed more active employment policy adaptations were needed. The findings of this study suggested retention is impacted significantly when American expatriates are valued, encouraged to grow career prospects, and inspired to recruit additional personnel to accept foreign mission assignments. A ten-phase career process (TPCP) was developed to identify the exact phase expatriates considered departure. The results of this research will assist organizational decision makers and support level personnel in understanding the most urgent requirements and provide insight into techniques to properly support expatriates most efficiently and cost-effectively. </p><p>