Predicting Employee Turnover from Friendship Networks

Employees (n=40) at a fast-food restaurant were surveyed about characteristics of their position and their level of satisfaction. Employees were then asked to report with whom they regularly communicated inside and outside the workplace and to indicate how close they were to employees with whom they were linked. Employee turnover was measured after three months had elapsed. A goal of the research was to replicate a model of employee turnover that predicts employees more central in their social network to be less likely to leave, and to test a social support explanation of the centrality model. The results indicated that employees who reported a greater number of out-degree links with friends were less likely to leave. The number of in-degree links with friends did not significantly predict turnover, and neither did network links with peers. Friendship prestige, measured by the number of in-degree links, was strongly correlated with relational closeness and amount of time spent with employees outside the workplace.     

Efficient online index maintenance for contiguous inverted lists

Search engines and other text retrieval systems use high-performance inverted indexes to provide efficient text query evaluation. Algorithms for fast query evaluation and index construction are well-known, but relatively little has been published concerning update. In this paper, we experimentally evaluate the two main alternative strategies for index maintenance in the presence of insertions, with the constraint that inverted lists remain contiguous on disk for fast query evaluation. The in-place and re-merge strategies are benchmarked against the baseline of a complete re-build. Our experiments with large volumes of web data show that re-merge is the fastest approach if large buffers are available, but that even a simple implementation of in-place update is suitable when the rate of insertion is low or memory buffer size is limited. We also show that with careful design of aspects of implementation such as free-space management, in-place update can be improved by around an order of magnitude over a naïve implementation.     

Innovation in PhD completion: the hardy shall succeed (and be happy!)

What is it that makes a PhD such a difficult process, and prevents candidates from completing on time? In this paper, we propose that self‐sabotaging behaviours, including overcommitting, procrastination and perfectionism, have a role to play. At Flinders University, we have developed a program in which we work with PhD students to help to reduce these behaviours and give them the strategies and attitudes they need to successfully (and happily!) complete their thesis. The program utilises cognitive–behavioural coaching, an evidence‐based strategy that we claim leads to significant and long‐term behavioural change. An evaluation of the program indicates that it is very successful, improving students’ ability to manage their time, set specific times for writing, and show work to their supervisor regularly, and that these behaviours were associated with lower levels of stress and improved ability to complete.     

Evidence and education policy – some reflections and allegations1

The paper reflects on the use by the UK central government of statistical evidence in educational policy matters. Particular attention is given to school league tables. The paper is generally critical of government attitudes, but suggests that progress towards rational decision‐making does occur.     

Shrinking selves in synthetic sites: On personhood in a Walt Disney World

In this essay we show how certain tendencies of theself are enhanced and hindered by technologicallyorganized places. We coordinate a cognitive andbehavioral technology for the control of personalidentity with the technologically totalizedenvironments that we call synthetic sites. Weproceed by describing Mihaly Csikszentmihalyi'sstrategy for intensifying experience and organizingthe self. Walt Disney World is then considered as theexample, par excellence, of a synthetic sitethat promotes ordered experience via self-shrinkage. Finally, we reflect briefly on problems andpossibilities of human life lived in a world that canbe described with increasing accuracy as anarchipelago of synthetic sites.     

An online adaptive learning environment for critical‐thinking‐infused English literacy instruction

Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes.     

‘To Give an Example is a Complex Act’: Agamben’s pedagogy of the paradigm

Abstract

Agamben’s notion of the ‘paradigm’ has far-reaching implications for educational thinking, curriculum design and pedagogical conduct. In his approach, examples—or paradigms—deeply engage our powers of analogy, enabling us to discern previously unseen affinities among singular objects by stepping outside established systems of classification. In this way we come to envision novel groupings, new patterns of connection—that nonetheless do not simply reassemble those singular objects into yet another rigidly fixed set or class. Agamben sees this sort of ‘paradigmatic understanding’ as our richest source of intelligibility. For Agamben the paradigm is ultimately about learning to see again, starting not with already perfectly known and categorized objects (or ideas), but rather with a fresh experience of one individual object and the analogical relations it may have to others, and to novel groupings that may arise. The paradigm is a method, a way in which educators might respond to a wide range of educational challenges. For a paradigmatic relation suspends while exposing, deactivates while revealing, complicates while clarifying. But articulating the enigmatic paradigmatic relation between example and class is far more than a method. It is epistemological (a way of knowing and conception of knowledge), ethical (a fostering of freedom from presupposed categories and reified principles) and ontological (a type of being that exposes the potential of knowing and communicating—their intelligibility and communicability). In these qualities, paradigms exhibit to educators a free, a new use of singularities.     

WHAT IS INTERIORITY AND WHY MIGHT IT BE IMPORTANT FOR HUMAN PERFORMANCE TECHNOLOGY?

Considerations of the inner world of workers and organizations might not fall within the provenance of human performance technology (HPT) practitioners. However, when it comes to being creative, workers need fertile imaginations driven from within. When it comes to productivity, mostly inner energies drive collaboration. When it comes to results, leaders must nurture workers toward wholeness for effective decisions and wisdom‐driven action. For these reasons, HPT practitioners need to know how to engage with the interiority factor.