Proceedings of the 34th Annual Hawaii International Conference on System Sciences, 2000
ABSTRACT Crises demand swift and effective decision-making. Yet, crises entail unique characteris... more ABSTRACT Crises demand swift and effective decision-making. Yet, crises entail unique characteristics that hinder training of personnel with the process knowledge necessary to achieve these two goals. First, crises are, by definition, rare; thus, it is usually not possible for humans to acquire decision-making expertise directly through experience in natural settings. Second, managing crises often involves dealing with massive uncertainty and complexity under conditions of acute stress. Each of these features poses a unique challenge to training. We present an example of a trainer for ship damage control that addresses these challenges. It consists of a first-principles simulator that generates large numbers of realistic scenarios, an immersive multimedia interface that helps replicate decision-making information overload, and a critiquing expert system that provides real-time and post-session feedback on human decision-making performance. Experimental results are presented that indicate that the described computer-based trainer has psychological realism from the standpoint of allowing a trainee to practice decision making processes while under a high level of stress.
ABSTRACT The purposes of this study were (a) to create and validate a scale measuring beliefs reg... more ABSTRACT The purposes of this study were (a) to create and validate a scale measuring beliefs regarding dyslexia, (b) to use the scale to investigate the beliefs of educators regarding dyslexia, and (c) to recommend ways that educators can be better prepared to help students with dyslexia. Participants included university faculty as well as undergraduate and graduate students preparing to become administrators, counselors, elementary general education teach-ers, secondary general education teachers, speech therapists, and special education teachers at a southern regional university. Using the Dyslexia Belief Index (DBI), developed and validated by the researchers, it was found that the majority of participants believed a significant number of misconceptions about dyslexia. However, elementary general education majors had significantly fewer misconceptions than the other groups. Recommendations to better prepare educators include providing more opportunities to learn about dyslexia through avenues such as participating in a dyslexia simulation and observing/tutoring individuals with dyslexia. These findings illustrate the need for educators to have formal and informal educational opportunities as well as hands-on field experiences with individuals who have dyslexia. The National Institute of Child Health and Human Development (NICHD) (2000) reports that at least 17% to 20% of the United States' population has a reading disability. This means that one child in five will experience significant problems learn-ing to read which will persist through the teenage years and adulthood. Early inter-vention and treatment are absolutely necessary for these children who are at risk. Very often, the first adults who notice a problem are the educators who work with children at school. Students with learning disabilities such as dyslexia (reading disability) report that the attitudes of educators profoundly affect the way they perceive themselves as well as their success in school and life (Hel-lendoom & Ruijssenaars, 2000; Levine, 1998; Ryan, 1994). Students indicate that discrepancies exist between educators' and their own views of their scholastic com-petence that severely limit students' functioning in courses (Carlisle & Andrews, 1993). As a result of school expe-riences, many students develop social and emotional problems such as low self-esteem, frustration, helplessness, stigma.
ABSTRACT This study explored whether congruence, calling, job characteristics or personality were... more ABSTRACT This study explored whether congruence, calling, job characteristics or personality were better predictors of job satisfaction and tenure. The sample consisted of 1968 employees across four different job roles: sales engineers (N=309), graphic designers (N=383), teachers (N=481) and clergy (N=795). Data was collected as part of a selection and development centre battery. Results found evidence of calling, with clergy reporting significantly higher levels of work satisfaction and tenure, despite the absence of some personality predictors (i.e. conscientiousness) and job characteristics (task identity, feedback). In general personality [particularly conscientiousness (+) and neuroticism (-)] along with job characteristics (variety and autonomy) were the most likely predictors of satisfaction across the different roles. No evidence could be found that congruence predicted work satisfaction or tenure. Results have implications for renewed interest in the role of calling according to its original definition and question the role of congruence in determining best fit especially in the context of vocational assessments.
Proceedings of the 34th Annual Hawaii International Conference on System Sciences, 2000
ABSTRACT Crises demand swift and effective decision-making. Yet, crises entail unique characteris... more ABSTRACT Crises demand swift and effective decision-making. Yet, crises entail unique characteristics that hinder training of personnel with the process knowledge necessary to achieve these two goals. First, crises are, by definition, rare; thus, it is usually not possible for humans to acquire decision-making expertise directly through experience in natural settings. Second, managing crises often involves dealing with massive uncertainty and complexity under conditions of acute stress. Each of these features poses a unique challenge to training. We present an example of a trainer for ship damage control that addresses these challenges. It consists of a first-principles simulator that generates large numbers of realistic scenarios, an immersive multimedia interface that helps replicate decision-making information overload, and a critiquing expert system that provides real-time and post-session feedback on human decision-making performance. Experimental results are presented that indicate that the described computer-based trainer has psychological realism from the standpoint of allowing a trainee to practice decision making processes while under a high level of stress.
ABSTRACT The purposes of this study were (a) to create and validate a scale measuring beliefs reg... more ABSTRACT The purposes of this study were (a) to create and validate a scale measuring beliefs regarding dyslexia, (b) to use the scale to investigate the beliefs of educators regarding dyslexia, and (c) to recommend ways that educators can be better prepared to help students with dyslexia. Participants included university faculty as well as undergraduate and graduate students preparing to become administrators, counselors, elementary general education teach-ers, secondary general education teachers, speech therapists, and special education teachers at a southern regional university. Using the Dyslexia Belief Index (DBI), developed and validated by the researchers, it was found that the majority of participants believed a significant number of misconceptions about dyslexia. However, elementary general education majors had significantly fewer misconceptions than the other groups. Recommendations to better prepare educators include providing more opportunities to learn about dyslexia through avenues such as participating in a dyslexia simulation and observing/tutoring individuals with dyslexia. These findings illustrate the need for educators to have formal and informal educational opportunities as well as hands-on field experiences with individuals who have dyslexia. The National Institute of Child Health and Human Development (NICHD) (2000) reports that at least 17% to 20% of the United States' population has a reading disability. This means that one child in five will experience significant problems learn-ing to read which will persist through the teenage years and adulthood. Early inter-vention and treatment are absolutely necessary for these children who are at risk. Very often, the first adults who notice a problem are the educators who work with children at school. Students with learning disabilities such as dyslexia (reading disability) report that the attitudes of educators profoundly affect the way they perceive themselves as well as their success in school and life (Hel-lendoom & Ruijssenaars, 2000; Levine, 1998; Ryan, 1994). Students indicate that discrepancies exist between educators' and their own views of their scholastic com-petence that severely limit students' functioning in courses (Carlisle & Andrews, 1993). As a result of school expe-riences, many students develop social and emotional problems such as low self-esteem, frustration, helplessness, stigma.
ABSTRACT This study explored whether congruence, calling, job characteristics or personality were... more ABSTRACT This study explored whether congruence, calling, job characteristics or personality were better predictors of job satisfaction and tenure. The sample consisted of 1968 employees across four different job roles: sales engineers (N=309), graphic designers (N=383), teachers (N=481) and clergy (N=795). Data was collected as part of a selection and development centre battery. Results found evidence of calling, with clergy reporting significantly higher levels of work satisfaction and tenure, despite the absence of some personality predictors (i.e. conscientiousness) and job characteristics (task identity, feedback). In general personality [particularly conscientiousness (+) and neuroticism (-)] along with job characteristics (variety and autonomy) were the most likely predictors of satisfaction across the different roles. No evidence could be found that congruence predicted work satisfaction or tenure. Results have implications for renewed interest in the role of calling according to its original definition and question the role of congruence in determining best fit especially in the context of vocational assessments.
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