The OSHA Susan Harwood Grant addressing Nano-Safety training for workers was critical to build a path for future training/education courses in Nano-Safety. The duration of the grant was one year 2010-2011 to facilitate training and to assess the outcomes of the participants’’ knowledge. Two trainers went to four sites to conduct courses addressing Engineered Nanomaterials (ENM) occupational health and safety emphasizing human exposure. A survey was distributed to the participants at the end of the course to assess the quality of the course as well as the quality of the instructors. Overwhelming approximately 95%, the participants were satisfied with the course and training. A pretest was given to the participants to assess their knowledge of Nano-Safety and a post test was given after the training course. To test the hypothesis to determine if the training was effective, a Paired Samples t-test was used. The findings indicated a statistically significant difference between the group mean scores from the pretest to the posttest. In essence, the participants improved drastically from the pretest to the posttest scores as a result of the training. However, there are cautions were addressing these results as the sole indicator of the participants’ success.
Background: A state-of-the-art literature review was conducted to gain current insights into teaching requirements for primary/kindergarten through twelfth grade business education teachers. Purpose: The purpose of this exploratory study was to describe the major teaching responsibilities for business education teachers as communicated through job postings with an emphasis on the increasing subjects within Science, Technology, Engineering, and Math. Method: Using a state-of-the-art literature review, data were analyzed using two websites that aggregate and post teaching jobs nationally. Categories were established to describe the teaching qualifications, responsibilities, and expectations of future business teachers which included broad versus specific job requirements, states that were hiring, preferred degree attainment, school type, business education subjects, and part-time versus full-time jobs. Discussion: There were limited job postings that were specific to the field of business education and more of a trend towards broad teaching responsibilities. More full-time jobs were requested than part-time jobs. Conclusion: Analyzed data also suggested which business education and S.T.E.M. courses were in-demand as communicated through job postings. Some indemand courses included general business, Marketing, and Information Technology. Other in-demand courses categorized as STEM courses were Computer Science and Programming.
The objective of this study was to: 1) explore safety and health practices within Career and Technical Education (CTE); and 2) identify the perceived obstacles, which appear to hinder implementation of safety and health programs. The background of the study was founded on a general belief that providing safe and secure teaching and learning environments can be an ongoing challenge. “Safety first”, so the slogan goes, has been a longstanding priority of CTE. However, with the rise of curricular assessment demands in schools, has safety taken a back seat to other educational initiative of the day? Through a survey research method, CTE instructors were asked questions related to the status of a safety and health program, safety training and assessments completed by students prior to participation within the laboratory as well as the instructor’s perceived barriers to implementing occupational safety and health procedures. The results suggested that some laboratory and classroom safety practices are in need of improvement. The conclusions would be useful to school administration; faculty, safety compliance personnel and teacher educators interested in the application of enhanced occupational safety and health practices.
Objective : This review of current literature explores the strengths and limitations of applying tools of behavioral sciences to increase the participation and completion rate of training for lower-wage, frontline incumbent workers in ways that benefit both workers and sponsoring firms. Background : While behavioral economics may have deep roots in labor economics, its application in other fields, such as psychology and education, have drawn much of the recent attention it is receiving. Method : We reviewed studies in the field of social sciences that present potentially transferable lessons for behavioral economic approaches aiming to increase participation in employer-sponsored training. Results : Recent studies in the fields of labor economics, psychology, education and recent efforts of applying behavioral economics present promising practices and models for developing tools to assisting individuals to pursue educational goals. Conclusion: Evidence from the field provide valuable lessons and insight into the challenges employers face when creating effective programs to train low-wage, frontline incumbent workers. Application : Interventions ranging from choice architecture to individualized goal clarification may contribute to the creation of a bridge for frontline workers to enter into and complete training programs offered by employers.
Objective: This paper examines the positive influence that personality has on the level of engagement workers have in their work. By determining the connection between personality characteristics and work engagement, leaders can be proactive in promoting higher levels of engagement by their workers. Background: Engaging in one’s work encompasses the total person and includes elements such as energy, mental resilience, willingness to invest in one’s work, enthusiasm, pride, and the happiness that comes with being involved in work. The level of work engagement of workers in their work has implications for the workers as well as for the organization. Method: Through a review of literature related to personality characteristics and work engagement, the personality characteristics having a positive influence on work engagement are identified. Along with these characteristics, the practical actions associated with these characteristics that have been shown to promote work engagement are discussed. Results: On the basis of literature reviewed, the personality characteristics of conscientiousness, extraversion, and proactive personality were found to have a positive influence on work engagement. Associated with these personality characteristics are a variety of practical actions that impact work engagement. Conclusion: The connection between personality characteristics and engagement in work has been identified. Utilizing practical actions that have been shown to be a positive influence on work engagement is beneficial for the workers as well as for the organization. Application: Leaders can achieve higher levels of success by utilizing the practical actions associated with certain personality characteristics to promote higher levels of work engagement among workers. Introduction Work is a very important part of many people’s lives. Much time and energy is devoted to the work that one does throughout his or her life. Even though this work may come in many different forms, the extent to which people are engaged in their work has implications for those in leadership roles as as well as for the workers. Bakker and Leiter (2010) describe work engagement as providing “a distinct, valuable perspective on the experience of work” (p. 181). The level of engagement of the worker in his or her work not only affects the worker but also impacts those who are part of the greater organization. These effects can be either positive or negative. For some, work is something that is exciting and brings fulfillment. For others, the opposite is true as their work is tiring, exhausting, and unfulfilling. Given the significance of work, it is beneficial to take into consideration the perspective that one has regarding his or her work. Directly connected with work engagement is the influence that one’s personality has on his or her level of engagement. According to Wefald, Reichard, and Serrano (2011) there is an association between personality and engagement resulting in the tendency to be satisfied with one’s job depending on personality type. Even though the relationship between personality and work engagement has been made, Sonnentag, Dormann, and Demerouti (2010) point out that there is only a limited connection between personality variables and work engagement research. As a result, the purpose of this paper is to examine the positive influence that personality has on the level of engagement SUCCESSFUL LEADERSHIP 2 of workers in their work. This examination will take place through a review of scholarly literature associated with personality and work engagement. While this has relevance for the worker, the implication for leadership is of vital importance. By having a greater understanding of the relationship between personality and work engagement and the actions that have been shown to optimize the impact of personality on one’s engagement at work, leaders can have a positive influence in the work engagement of their personnel resulting in benefits for the workers and for the organization. Discussion includes the theory underlying work engagement, two research questions, a review of relevant literature, and discussion and implications for leadership. Limitations are also presented. A conclusion summarizes the discussion and presents future research opportunities. Work Engagement Theory Being engaged in the work that one does is very important. According to Schaufeli and Bakker (2010), work engagement has a direct connection with the relationship that employees have with their work. This relationship can be either positive or negative. One’s view of work depends on the person, the work, and even those who are part of the larger organization. Often a person is considered engaged by being productive. While productivity may result from being engaged in one’s work, there is more to being engaged than what may be revealed on the surface. For the purposes of this discussion, work engagement is described according to Schaufeli and Bakker’s (2010) description of work engagement that includes three components: (1) vigor, which is a behavioral-energetic component; (2) dedication, which is an emotional component; and (3) absorption, which is a cognitive component. This view of work engagement goes beyond productivity to encompass a variety of feelings and associated behaviors. Taris, Schaufeli, & Shimazu, (2010) describe the three components of work engagement in the following way: Vigor is characterized by high levels of energy and mental resilience while working, the willingness to invest effort in one’s work, and persistence, also in the face of difficulties. Dedication refers to being strongly involved in one’s work, and experiencing a sense of significance, enthusiasm, inspiration, pride and challenge. Finally, absorption is characterized by being fully concentrated on and happily engrossed in one’s work, whereby time passes quickly and one has difficulties with detaching oneself from work. (p. 41) By viewing work engagement in terms of one’s vigor, dedication, and absorption in his or her work, the impact of the level of engagement has implications for both the worker and the organization. For the individual, engagement is related to one’s growth and development; for the organization the quality of performance is affected (Schaufeli and Bakker, 2010). Work engagement results in workers who tend to work harder because of their positive connection with their work. Or as Schaufeli and Bakker (2010) state “engaged employees put a lot of effort into their work because they identify with it” (p. 12). This type of engagement with work is good for the worker since the worker identifies with the work and perhaps views the work as valuable. Along with this is the positive impact for the organization as a result of workers being engaged in their work. Schaufeli and Bakker (2010) also point out that increasing work engagement is beneficial SUCCESSFUL LEADERSHIP 3 for the entire organization. One very important way that work engagement benefits the organization is by increasing competitive advantage (Bakker and Letiter, 2010). Given the significance that work engagement has for both the individual and the organization, it is very important for those who provide leadership to be knowledgeable of the influence of work engagement and take practical steps to increase the level of engagement by workers in their work. As leaders utilize practical actions that have been shown to have a positive impact on work engagement, they can increase the level of engagement of those who are part of the organization with benefits extending to the entire organization. Research Questions This paper will be guided by the following two research questions. Research Question #1: What is the influence of personality characteristics on work engagement? Research Question #2: What are the practical actions related to personality characteristics that influence work engagement? Review of Related Literature The literature reviewed revealed that certain personality characteristics have a positive influence on work engagement. The research indicated the personality characteristics of conscientiousness, extraversion, and proactive personality positively influenced work engagement. In addition, the literature reviewed revealed certain practical actions associated with these personality characteristics that are influential on work engagement. It should be noted while other personality characteristics may also be important to work engagement, literature associated with these areas is not included in this discussion. Conscientiousness and Work Engagement Research affirmed that the personality trait of conscientiousness has a positive influence on work engagement. Conscientiousness is characterized by mannerisms such as being orderly, decisive, consistent, industrious, and reliable (Wefald et al., 2011). According to Kim, Shin, and Swanger (2009), conscientiousness is a personality trait having a significant influence on engagement. Based on their research with employees in the quick-service industry, conscientiousness was found to have a positive relationship with vigor, absorption, and professional efficacy, which are sub-dimensions of engagement (Kim et al., 2009). The influence of conscientiousness on work engagement has positive benefits as described by Kim et al. (2009) in their statement that “employees high in conscientiousness, characterized by strong responsibility, organizational skills, and steadiness, are more likely to drive their energy into work, complete the job, and ultimately feel a strong sense of professional efficacy” (p. 102). Others are in agreement that conscientiousness makes a positive contribution on the level of work engagement. In their research with employees who were working in a variety of places including the chemical industry, consulting and personnel agencies, telemarketing, education, and catering, Bakker, Demerouti, and Brummelhuis (2012) found that consci
Purpose: The purpose of this study was to determine the effects of agricultural education, FFA involvement, and SAE participation on the mathematics performance of secondary students. Method: The study explored these factors using an ex post facto research design. Respondents in the study were secondary students enrolled in Agricultural Education program (N=80) and non-agricultural education students (N=59). Findings: Results revealed that agricultural education students had a higher mathematics mean score (M=12.15, SD=4.61) than nonagricultural education students (M=10.67, SD=3.63). Conclusion: There were positive statistically significant differences between mathematics performance of the students and their FFA involvement as well as SAE participation.
Objective: This paper presents a rationale for discussing the marginalization of nontraditional students in the diversity discourse. Background: There is tremendous growth in adult college student enrollment, however marginalization of the nontraditional population is perpetuated through institutional policies and practices. Although there has been improvement in educational access for these students, they are still neglected programmatically and in service provision, similar to underrepresented student populations. This neglect is apparent in the omission of their experiences in scholarly diversity literature. Method: A content analysis of 706 sources was conducted to determine how often and in what ways nontraditional adult student experiences are explored as diversity issues. Results: A huge gap in the diversity literature regarding nontraditional adult students’ experiences exists. Conclusion: This oversight silences adult students’ voices and impedes their academic and economic progress. Application: Increasing diversity publications about adult students’ experiences as a marginalized population will provide resources to educate diversity scholars, practitioners, and college personnel.
Early agricultural education programs in the US existed to promote new methods and techniques to further agricultural production. Today, extending integration, general knowledge, appreciation, and literacy about agriculture is the goal, especially at the middle school level. Not only is agricultural education designed to encompass academics, but science and technology, literacy, and career preparedness are parts of the total agricultural education program. Since the passage of No Child Left Behind Act (NCLB), more pressure has been put on teachers to generate increased student academic performance and improvement of test scores. The purpose of this research study was to determine if there were statistically significant differences in academic achievement on a state mandated assessment of students who completed a yearlong middle school agricultural education course and students who completed an eight week middle school agricultural education course. The findings showed a statistically significant relationship between the completion of the year-long agricultural education course and math, science, and social studies scores on the state mandated assessment. For example, both 7 th and 8 th grade students who completed a year-long brain-based agricultural education course had higher mean scores than students who completed only an eight-week brain-based agricultural education course on the math, science, and social studies portions of the assessment. Introduction Congress reviewed and revised the Elementary and Secondary Act of 1965 to create the No Child Left Behind Act (NCLB) which was signed into law by President Bush in January of 2001. The law holds states accountable for students’ academic achievement and measured adequate yearly progress (AYP) for each public school (Linn, Baker, & Betebenner, 2002). In response, each state developed an assessment standard as well as proficiency standards for each core area (Reeves, 2008). The former AYP system has the was replaced by College and Career Ready Performance Index (CCRPI) in the 2013-2014 school year, under which all Criterion-Referenced Competency Test (CRCT) content area scores count towards calculating the school’s index; meaning all subject areas are of equal importance (College and Career Ready Performance Index, n.d.). Early agricultural education programs in the US existed to promote new methods and techniques to further agricultural production. Today, extending integration, general knowledge, appreciation, and literacy about agriculture is the goal, especially at the middle school level. Not only is agricultural education designed to encompass academics, but science and technology, literacy, and career preparedness are parts of the total agriculture program. Gibbs (2005) writes that traditional career exposure has occurred at the high school level, but that today, administrators and educators realize that “developing students’ interest must be addressed earlier at the middle school level” (p. 1). In addition, the incorporation of agricultural education into the total middle school curriculum has called for integration of academic and applied concepts. Connecting what students learn through interdisciplinary links in school, real-world connections, and associations to the real-world of work was recommended by the American Association for the Advancement of Sciences (1993). Since the passage of NCLB, more pressure is put on teachers to generate increased student academic performance and improvement of test scores. Using the three facets of an agricultural education program (FFA, Instruction, and SAE) to reinforce academic concepts is one technique suggested to improve test scores (Martin, Fritzsche, & Ball, 2006). Georgia’s standardized Middle School Agricultural Education Curriculum was developed to address the vast industry of agriculture for students grades six through eight. The complete curriculum fits into a three part model which includes classroom and laboratory experiences, Supervised Agricultural Experience projects (SAE), and National FFA Organization activities referred to as career development events (CDE). Classroom and laboratory experiences within agricultural education facilitate the standardized state-wide curriculum, hands-on activities, problem-solving, and inquiry based techniques are utilized by agriculture educators within classroom and laboratory instruction (Parr & Edwards, 2004). Another component of agricultural education is the Supervised Agriculture Experience (SAE). This portion of the curriculum involves extension of classroom learning and situational application of agricultural principles (Newcomb, McCracken, Warmbrod, & Whittington, 2004; Phipps, Osborne, Dyer, & Ball, 2008; Talbert, Vaughn, Croom, & Lee, 2007). There are four types of SAEs; exploratory, research, placement, and entrepreneurship, all of which are applicable to all academic subject areas. For example, the research SAE is directly related to science curriculum involving the scientific method (Roberts & Harlin, 2007). This type of SAE provides students with opportunities to apply scientific methods and concepts in meaningful, hands-on ways. This also allows students to extend their existing knowledge, reinforce concepts, and gain real-world experiences (Croom, 2008). The idea of involving students in after school activities that directly relate to their academic learning is the foundation for involvement in the third part of a complete agriculture program, The National FFA Organization. This organization is dedicated to making “a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success through agricultural education” (National FFA Organization, 2011, p. 1). The FFA is a critical component in agricultural education and sponsors student competitions called Career Development Events (CDE). The academic foundations of CDEs that students participate and compete in reflect academic concepts in a meaningful, application-based situation, thus creating opportunities for experiential learning (Gentry, 1990). Theoretical Framework Instruction that is guided by brain-based learning theory engages techniques and methods that are guided by the brain’s development and maximizes the potential for learning. Unlike most learning theories, brain-based theory states that learning is “innately linked to the biological and chemical forces that control the brain” (Hileman, 2006, p. 18). Additionally, Caine and Caine (1994) posit that the brain is designed to make sense of the world through experience with the big picture (agriculture) and by paying attention to the details of individual parts (science concepts). This theory is a comprehensive approach to instruction utilizing what is known about how the brain functions and learns and it utilizes an eclectic combination of learning theories and models to help teachers connect learning styles and educational experiences. Brain-based research stresses the importance of modeling, verbally, socially, professionally, and emotionally, something the researcher took very seriously. Not only is the researcher/teacher a facilitator of student learning, but also a walking example to the students and should strive to be a positive role model at all times (Knoblock, 2006). Lastly, this theory posits that using a diverse array of learning experiences that match how students’ brains are developing at a given time increases the probability of learning successfully. The elements of brain-based learning theory fit the classroom environment in this research study because the experiences within the agriculture classroom compliment the needs of a developing brain. The theory also posits that activities should change within 12-15 minutes; this is the time-frame for activities within the researcher’s classroom. The teacher in this study utilized repetition of terms, concepts, themes, and learning daily, often restating new knowledge several different ways at various times during the duration of a class. The novelty of topics and experiences are promoted to encourage contextualization
