Linking Leader Social Skills and Organisational Health to Positive Work Relationships in Local Governments

This study examines the links between leaders' social skills, organisational health (decline) and positive work relationships. In particular it tests whether leaders' social skills are more strongly associated to work relationships when the organisation's fiscal health is more precarious. Using data from both surveys and annual financial statements of 103 public sector organisations, the results indicate that a leader's social skills and organisational fiscal health are positively related to work relationships. However, the interactive effect of leaders' social skills and organisational fiscal health on positive work relationships was not significant.     

Team Characteristics and Team Member Knowledge,Skills, and Ability Relationships to the Effectiveness of Cross‐Functional Teams in the Public Sector

Abstract

This study examines members of cross‐functional teams in the public sector for the necessary knowledge, skills, and ability (KSA) to be effective team members. It was determined that members of cross‐functional teams in the public sector possess the necessary KSA to perform effectively. The following characteristics are statistically significant factors: (1) years of professional work experience; (2) frequency of team participation; (3) the type of team training, i.e., collaboration and performance management; and (4) situational entry to team assignments (volunteered, assigned, requested), specifically volunteer and requested. The findings are significant in that managers within the government have some guidelines on team formation. They now know who should be team members, team members should be volunteers, and management should ensure that the team members have specific training in the areas of team collaboration and performance management. The findings are significant for employees as well. To acquire experience, employees should be interested in participating in a team environment (i.e., volunteering for the assignment). They should participate on numerous teams, so that they can become more effective as team members. Employees should acquire training in specific team skills (i.e., collaboration and performance management) to help them better understand how to work within the team and the team members and get results.     

Diffusion of treatment interventions: exploration of ‘secondary’ treatment diffusion

Abstract

The present report presents outcome results from a randomized controlled effect study on extended Aggression Replacement Training (ART). In a pre–post design, a 30-hour ART intervention was found to significantly reduce behavioral problems and increase social skills. The control group did not demonstrate comparable changes, but still indicated improvement. Such control-group improvement may be caused by improper treatment and control group implementation (diffusion of treatment) and/or ‘secondary’ diffusion caused by participants in the treatment group affecting control group subjects by demonstrating changed behavior. Both mechanisms were explored, and it is concluded that the improvement observed in the control group was due to such ‘secondary diffusion’. Implications of these findings are discussed.     

Examination of systematic variations in burglars' domain-specific perceptual and procedural skills

Abstract

This research examines systematic variations in residential burglars' domain-specific perceptual and procedural skills. Utilising a formula incorporating frequency of offending, generation of offending-related income, burglary charges, and estimated duration of burglary career, 53 experts and 53 novices were objectively identified from a sample of 209 interviews conducted with incarcerated burglars. The perceptual and procedural burglary skills of these two groups were compared and the results demonstrated important differences indicative of superior domain-specific performance for objectively classified experts. The theoretical implications of these findings are discussed, along with suggestions for application of this knowledge to crime prevention initiatives.     

Deficits in Theory of Mind,empathic understanding and moral reasoning: a comparison between young offenders and non-offenders

Previous research suggests a lack of pro-social skills is characteristic of an antisocial or offending personality. It is therefore reasonable to assume that an inadequate understanding of another's mental state may contribute to antisocial or offending behaviour. Forty-six young-adult male offenders and a control completed measures to assess: Theory of Mind (ToM), empathic understanding (EU) and moral reasoning. Significant differences in the performance of young-adult offenders and the control group were detected in ToM, EU and moral reasoning with young-adult offenders scoring lower than the control group. A positive association was also found between ToM, EU and moral reasoning. These findings contribute to a further understanding of how individuals make sense of, and respond to, the social world around them. The ability to measure ToM, EU and moral reasoning and subsequently identify any specific deficits, as well as recognise the link between these three key skills, is not only useful for researchers but it will also allow practitioners to tailor existing (or develop new) interventions specific to the needs of an individual. This could be particularly useful in terms of recidivism when applied to those involved in antisocial or offending behaviour.     

媒体技术在高职英语教学中应用的问题与思考

多媒体技术的应用正深刻地影响着传统的高职英语教学模式.当今,一个高校多媒体教学水平的高低已经是衡量其整体教学水平、教学质量高低的重要指标.从多媒体技术在高职英语教学中应用的特点入手,分析其作为辅助教学手段的优势,针对高职英语教学中多媒体技术应用的普遍问题,对高职英语教师提出合理化建议和思考.     

New Challenges for Thailand: Labour and Growth after the Crisis

Exploring the relationship between labour and economic growth in Thailand over the past half century, the article shows that Thailand can no longer rely on an extensive growth regime based on abundant and cheap labour. We argue that Thailand is at a critical juncture and that Thailand cannot avoid shifting to an intensive growth regime based on increases of labour productivity in order to control labour costs and, unlike past regimes, seek ways to ensure that the benefits of growth are better shared.     

Evaluating interviews which search for the truth with suspects: but are investigators’ self-assessments of their own skills truthful ones?

Self-evaluation of one’s own performance has been found in prior research to be an enabler of professional development. The task of evaluation is also a core component of a model of the investigative interviewing of victims, witnesses and suspects, being increasingly used throughout the world. However, it remains the case that there has been little research as to how practitioners approach the task itself. The present study examined the topic through the lens of observing how effectively 30 real-life investigators in the UK undertook evaluation of their interviews, representing almost the entire investigative frontline workforce of a small law enforcement agency in this country. Using an established scale of measurement, both investigators’ and an expert’s ratings of the same sample of interviews were compared across a range of tasks and behaviours. It was found that in almost all the assessed behaviours, requiring of the investigators to provide a self-rating, their scores tended to significantly outstrip those applied to the sample by the expert. Reasons are explored for the investigators’ overstated assessments. Implications for practice are then discussed.     

警务彩弹对抗战术训练研究

彩弹对抗是反恐、处突和警务执法活动中是一项重要的战术训练内容。本文以实战模拟研究方法为研究基点,采集中国人民公安大学为我国某市组织的彩弹对抗训练警员的实战信息,深入分析彩弹对抗战法的一般性规律,力图建立战术训练模型,为组织和实施彩弹对抗战术训练提供依据。     

Legal skills and the SQE: confronting the challenge head on

Whether the teaching and assessment of practical legal skills and professional conduct should be focused at the academic or vocational stage of legal education has been considered numerous times, with recommendations made and varying degrees of implementation carried out. With the approval of the Solicitors Qualifying Examination being granted by the Legal Services Board this issue is once again being brought into focus. The end of the Legal Practice Course will result in the required compulsory teaching and assessment of core practical legal skills and professional conduct being removed from legal education. The question therefore is whether legal education should incorporate practical legal skills and professional conduct into teaching and assessment at the academic stage and, if so, how can this be achieved in a way that complements rather than distracts from the study of academic law. This study will consider the recommendations made in relation to practical legal skills and professional conduct over the last five decades and identify possible options for the embedding of practical legal skills and professional conduct in the law curriculum at undergraduate level.