One of the prominent trends in business organizations today is the attention placed on individual personality traits to predict job performance. Distinct personality characteristics of members of various work groups must be carefully considered so that the assignment of individuals to work teams results in successful behaviors and performance improvements. The particular task assignment to various work groups, and thus assignments to individuals, will affect performance. It is critical that these individuals possess both the abilities and behavioral preferences to create conditions that promote the highest probability for success. Contingent variables will always be present in any decision-based action, particularly in complex situations, however, when an individual holds a native preference for a successful pattern of behaviors in a certain task's realm, higher overall organizational performance may be expected. As such, the current study investigates the impact of various personality traits and patterns on critical success behaviors in the Engineering and Architectural profession's project design services. The four project service categories measured in the Critical Success Factors Questionnaire are: Planning (Conceptual Design), Design (Contract Documents), Construction (Administration) and Firm Management duties. The measurement of the individual personalities is accomplished in this investigation through the Myers-Briggs Type Indicator ® (MBTI).. This psychometric instrument measures one's attitudes in dealing with the outside world, as well as one's preferences for data collection and decision making. On an individual basis, it was predicted that persons with personalities whose preferences were towards openness to new ideas, and resistant to closure of the discovery process, would perform well on planning or conceptual design tasks. It was predicted that those with a preference towards compliance with rules, regulations and thorough adherence to established standards, would outperform on tasks of detailed design. The research work also offered a prediction of high performance from persons with a preference for innovative ideas and openness to alternatives in the administration of construction, and predicted a contrast with personalities that vary from this pattern. Of the 85-person sample, it was found that those possessing a preference for Intuitive data collection (MBTI Dichotomy, N) and Perceiving structure, (MBTI Dichotomy, P), outperformed individuals with preferences for Sensing and Judging, (MBTI Dichotomies S and J), in both Planning and Construction Administration. However, professionals with a personality favoring Judging, outperformed in the duties associated with the Design Phase. Contrary to predictions, the decision processes captured in the Thinking/Feeling MBTI® dichotomy (MBTI, T/F) did not meditate the performance in any of the four service categories. The results of the Research indicate a greater utility for personality measures as a diagnostic tool for team and individual performance interventions, rather than a tool for team selection or team-building. The implications of the results of this research, and recommendations for future investigations are discussed. / Ph. D.

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The purpose of this qualitative study was to identify critical incidents that helped or hindered the sustainment of Positive Behavior Interventions and Supports (PBIS) in schools with five years or more of implementation in one school division. This study highlighted information related to PBIS because of its comprehensive approach to school discipline. The research sought to answer the following questions: 1. What critical incidents do building-based leadership team members indicate have helped the sustainment of PBIS? 2. What critical incidents do building-based leadership team members indicate have hindered the sustainment of PBIS? Participants of this study included one representative from five different building-based PBIS leadership teams from a school division in the Commonwealth of Virginia. Data were collected and analyzed to determine the building-based PBIS leadership team member's perception of what constituted the sustainment of PBIS, connection between a school's Tiered Fidelity Inventory score and sustainment, key components of implementing PBIS with fidelity, importance of implementing PBIS with fidelity, most challenging sustainable elements of fidelity, and least challenging sustainable elements of PBIS. This research will further contribute to the existing body of literature through a thorough description of critical incidents that have helped or hindered the sustainment of PBIS. Matthews, McIntosh, Frank, and May (2013) stated fidelity is the degree to which a new initiative is delivered as intended in order for PBIS to be sustained. The research identified a need for establishing a stronger understanding of core components of fidelity, establishment of a leadership team, staff buy-in, data driven decisions, and building capacity. Participants also indicated the essentialness of consistency in establishing and utilizing school-wide expectations. Leadership team members emphasized the importance of administrative support from initial stages of implementation through sustainment. In addition, the study found resources to be a vital component to the reward system of PBIS. Participants discussed struggles they endured without proper resources. Ongoing training was also designated as a critical component of sustaining PBIS. Participants similarly indicated the consistent use of data was essential to setting goals and action planning. / Doctor of Education / The purpose of this qualitative study was to identify critical incidents that helped or hindered the sustainment of Positive Behavior Interventions and Supports (PBIS) in schools with five years or more of implementation in one school division. For purposes of this study, critical incidents are those key factors – both positive or negative – that impact the sustainment of PBIS. Educators often times adopt new practices that fail because the root of the concerns were never identified and addressed. PBIS' comprehensive approach to behavior adds value to the school climate, however, there is not much research about sustaining PBIS. The researcher sought to identify these incidents as a means of helping educators sustain PBIS beyond a five-year period. The data from this study could be used to develop guidelines for sustaining PBIS. The researcher interviewed one building-based leadership team member from five different schools to gain an understanding of what constituted sustaining PBIS, key components of fidelity, purpose of the Tiered Fidelity Inventory (TFI) score, and challenges of implementing PBIS with fidelity. This study sought to answer the following research questions: 1. What critical incidents do building-based leadership team members indicate have helped the sustainment of PBIS? 2. What critical incidents do building-based leadership team members indicate have hindered the sustainment of PBIS? Participants of this study included one representative from five different building-based PBIS leadership teams from a school division in the Commonwealth of Virginia. Data were collected and analyzed to determine building-based PBIS leadership team members' perception of what constituted the sustainment of PBIS, connection between a school's TFI score and sustainment, key components of implementing PBIS with fidelity, importance of implementing PBIS with fidelity, most challenging sustainable elements of fidelity, and least challenging sustainable elements of PBIS. The TFI is an assessment tool used to determine the level of fidelity school personnel are applying the core features of PBIS (VTSS, 2018). This research will further contribute to the existing body of literature through a thorough description of critical incidents that have helped or hindered the sustainment of PBIS. Matthews et al. (2013) stated fidelity is the degree to which a new initiative is delivered as intended in order for PBIS to be sustained. This research found a stronger understanding of core components of fidelity needed to be established. Participants also indicated the essentialness of consistency in establishing and utilizing school-wide expectations. Leadership team members emphasized the importance of administrative support from initial stages of implementation through sustainment. In addition, this study found resources to be a vital component to the reward system of PBIS. Participants discussed struggles they endured without proper resources. Continuous training was also designated as critical component of sustaining PBIS. Participants similarly indicated consistent use of data was essential to setting goals and action planning. These identified critical incidents could be used to create guidelines to help educators sustain PBIS beyond a five-year period.

The standard method for presenting information in the military and political establishments of the US government is through the projection of data in bullet-style and/or graphical formats onto an illuminated screen, using some sort of first analogue, or now, digital media. Since the late 1990s, the most common and expected form of presentation is via the most commonly pre-installed software of presentation genre: Microsoft PowerPoint. This style of presentation has become the norm of communication, and in doing so, has replaced other methods of discursive and presentation. The art of the brief and in particular, the art of the PowerPoint has become a new standard of what was once group communication through oratory. This paper will attempt to show that PowerPoint slide-ware has reduced communication to mere presentation, negatively influencing the decision-making and critical thinking processes of individuals and organizations, particularly within the military and government. This is accomplished through the visual reception of the briefings themselves, where and when the theatrical nature of the presentation takes precedence over the content. And, in fact, this dramatic twist determines which ideas gain acceptance among audiences. This simple style of presentation is becoming indicative of a visual and leadership style of our era. This is the effect of a PowerPoint method of leadership, now de rigueur in the military and demonstrated by the current president and administration. The style of PowerPoint, both at the micro-level in particular presentations, and the macro-level, as demonstrated by people and organizations, ultimately works today as a form of control and discipline. And, in the end, it can become a convenient vehicle for furtherance of a specific ideology and propaganda campaigns. / Master of Arts

Interactive system developers spend most of their time and resources on user interface evaluation in traditional usability laboratories. Since the network itself and the remote work setting have become parts of usage patterns, evaluators do not have unlimited access to representative users for user interface evaluation. Reproducing the user's work context in a laboratory setting is also difficult. These problems have led to the concept of Remote usability evaluation that takes interface evaluation of any application beyond the laboratory setting. The main aim of this thesis work is to develop a tool that can record problems faced by remote users in the form of text and video. The text report and video, which is a sequence of the user's actions while encountering the problem, would help evaluators in preparing usability problem descriptions. This thesis reports the development of the remote usability evaluation method and the process of usability evaluation performed in enhancing features offered by the tool. / Master of Science

Existing literature about autistic workers concentrates on the troubles autistics have in the workplace; these problems are linked back to documented deficits in autistic people, thereby constructing a picture of autistic workers as people who need to be helped. There have been no academic studies asking autistic adults to give their general impressions on their work environments. The paucity of narratives from working autistic authorities has effectively made them into a hidden, or invisible population. We do not know if they agree with the views presented about them. We do not know what jobs they are in or in what levels of authority they are working. The only way to understand working autistic adults and their worth and presence in the workforce, is to ask them. This exploratory, qualitative study asked 38 autistic adults (currently working or who have a past work history) 55 questions about their work environments. Most participants provided elaborative answers about their work experiences. Participant experiences often contradicted current literature about autistic adults or mentioned little known phenomenon. Confirmation of existing themes in autism literature was sometimes arguable. The narrative accounts gathered in this study give new opportunities for research into autistic adults and their places in society. / Master of Science / Current written works about autistic workers focuses on what they cannot do and what problems they experience, which gives the impression that autistic workers need help. It is not yet known what autistics think about their general work environments because there have been no studies published about this subject. Since there is little information about autistic workers and what opinions they may have, they have been effectively rendered into a hidden, or invisible population. We do not know if they agree with the views presented about them. We do not know what jobs they are in or in what levels of authority they are working. The only way to understand working autistic adults and their worth and presence in the workforce, is to ask them. In this study, I asked 38 autistic adults about their work environments. Most participants provided detailed answers about their work experiences. Participant experiences often contradicted current literature about autistic adults or mentioned little known phenomenon. This may bring into question basic assumptions about the functioning of autistics in society. Confirmation of existing themes in autism literature was sometimes arguable, which suggests that a re-examination of those themes may be in order. The information gathered in this study give new opportunities for research into autistic adults and their places in society.

This study was undertaken in an attempt to determine the degree to which second year Mathematics education students consider critical thinking dispositions and attitudes to be important and to develop a curriculum-based mediational approach based on the data, to encourage the critical thinking dispositions and attitudes that appeared to be in need of encouragement. A literature study was undertaken to determine the positive critical thinking dispositions and attitudes students should possess. In addition it was also determined which teaching learning approaches will benefit the development of critical thinking dispositions and attitudes the most. The advantages as well as the processes and components that should form part of the mediational approach for the development of critical thinking dispositions were examined. A two-phase, sequential, explanatory mixed method study was subsequently undertaken with second-year Mathematics students at a South African university. The quantitative study made use of a self-developed questionnaire to determine the degree to which students consider critical thinking dispositions and attitudes important. Data emanating from the questionnaires were analysed and questions that had to be answered in narrative format were set for each student according to their own responses on the questionnaire. Narratives formed part of the qualitative component of the study in which students had to indicate factors that influence their critical thinking dispositions and attitudes, what could be done to improve the apparent unimportant critical thinking dispositions and attitudes and whether they regard the critical thinking dispositions and attitudes as important. Narratives were analysed and the results were used to explain the quantitative data. Results revealed that second year Mathematics education students do not consider critical thinking dispositions and attitudes, in particular inquisitiveness but also judiciousness, open-mindedness, systematicity, truth-seeking, analyticity and confidence in critical thinking to be very important and therefore these critical thinking dispositions and attitudes appeared to require encouragement. A curriculum-based mediational approach based on a section in the existing Mathematics module for second year education students was developed in order to encourage critical thinking dispositions in Mathematics. The study concluded with recommendations to encourage critical thinking dispositions and attitudes as well as proposals for future studies. / PhD, Education, North-West University, Vaal Triangle Campus, 2012