ABAC ODI: Vol. 7, Issue. 1 (January - June 2020)

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    Enhancing teaching effectiveness to foster student academic motivation and student engagement in the EFL classroom through organization development interventions: an action research of Zhejiang Yuexiu University of Foreign Languages in China
    The issue of student engagement is crucial in that it is not only conductive to students’ academic development, but also influences their everyday experiences, both socially and physiologically. So far, there is a dearth of empirical research on implementing ODI to effectively foster student engagement in Chinese EFL classroom. Thus, a systematic inquiry through action research is considered necessary and imperative. This current research focused on enhancing teaching effectiveness to foster student academic motivation and engagement in the EFL classroom by implementing ODI. The sample was 82 freshmen from two parallel classes. The experimental group was exposed to organization development interventions, including appreciative inquiry, goal setting, team building, differentiated instruction, whereas the comparison group received no intervention. Mixed research methods were adopted to collect and analyze the data. The paired-samples t test showed that there was statistically significant difference in student academic motivation and engagement for the experimental group between pre-ODI and post-ODI while there was no statistically significant difference for the control group. The Pearson’s Correlation Coefficient showed that there was a very strong positive relationship between academic motivation and student engagement. The qualitative analysis of students’ reflection reports and classroom observation feedback by three instructors justified how the ODIs employed in this research enhanced student academic motivation and student engagement. Based on the findings, critical recommendations for further research were discussed.
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    To improve employee career success through organizational development intervention: an action research of AIA Co., Ltd. Changzhou Branch
    This study was aimed at the research of the organization development interventions on the employee career competency, emotional intelligence and self-efficacy to improve the employee career success in AIA Changzhou Branch, China. These three variables were regarded as employee career success behaviours and closely related to the development of the focal organization in currentstudy. Both quantitative and qualitative methods were utilized. The research methods were the questionnaire, semi-structured interview and participatory observation. Quantitative data was collected to examine the change in level of career competency, emotional intelligence and self-efficacy and qualitative data was collected to obtain in-deep understanding on the result of organization development interventions on the employees. The paired sample t-test was utilized in this study as a statistical tool to prove hypotheses. The collected data confirmed that there was an improvement of the career competency, emotional intelligence and self-efficacy after the organization development interventions. The research findings supported the research objectives and approved the hypotheses. This research responded to the organization’s needs of sustained developing and solved the company's existing problems. The results ODI of this research could be the useful tool to manage young employees and was adapted to the unpredictable and uncertain business environment. Meanwhile, the researcher designed an improvement framework to help individuals improve their career competency, emotional intelligence and selfefficacy and to achieve career success and better career development in an uncertain borderless career period.
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    Improving students’ career decision making through organization development interventions-a course design of career exploration in the international college of Zhejiang Yuexiu University of Foreign Languages
    The research aims to improve students’ career decision making in terms of career decision making self-efficacy (CDMSE) through organization development interventions (ODI) based career exploration course. The course content was developed based on the cognitive information processing model, and a five-stage CASVE cycle (communication, analysis, synthesis, valuing, and execution) ODI was applied to assist with students’ career decision making. An application of organization development tools—Appreciative Inquiry, team building, goal setting, and plan making—was utilized together with self-assessments, occupation interviews and periodical reflection reports. A comparison between an experiment group (N=64) and a control group (N=64) was investigated, and mixed research methods of qualitative and quantitative data collection were employed to compare two groups’ pre-ODI and post-ODI performance in light of career exploration and career decision making self-efficacy, which were measured by Career Exploration Scale and Career Decision Making Self Efficacy Scale respectively. The research findings revealed that students who took the career exploration course had statistically significant gains in career exploration and career decision making self-efficacy, whereas no significant improvement was observed in the control group. The results can be concluded that ODIbased career exploration course is effective in improving students’ career decision making self-efficacy.
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    To enhance non-English major students’ English communicative competence by improving students’ English learner autonomy through organization development interventions—an action research at Zhejiang Yuexiu University of Foreign Languages (ZYUFL) in China
    The research paper analyzed the impact of organization development interventions (ODIs) on learner autonomy (LA) and communicative competence (CC) of non-English major students in ZYUFL, Zhejiang, China. The main objectives were to determine the differences of students’ learner autonomy and communicative competence between the pre- and post-ODI phases and to investigate the impact of students’ learner autonomy on communicative competence after ODIs. Based on the preliminary diagnosis and pre-ODI results, the researcher conducted purposeful ODIs (three action learning cycles including coaching, goal setting, team building, dialogue and Appreciative Inquiry), but remained the same in the control group. The post-ODI results showed significant improvement on learner autonomy and communicative competence in the experimental group, but stayed almost in the same level in the control group. According to the results of paired sample t-test, there were significant differences between pre- and post-ODI results in learner autonomy and communicative competence. Based on the Simple Linear Regression results, learner autonomy had a positive significant impact on communicative competence. The analysis of the qualitative date (three learning journals, one reflective statement and two post-ODI meetings) triangulated the results. Further researches in the related fields were recommended in the last section.
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    An organization development intervention on perceived organization support, supervisor feedback environment, supervisory communication and trust to improve supervisor-subordinate relationships: an action research study in a Dessert Cafe and Restaurant, Phi Phi Island, Thailand
    This research investigates the impact of Organization Development Intervention (ODI) on Perceived Organization Support (POS), Supervisor Feedback Environment, Supervisory Communication, and Trust to increase the level of Supervisor- Subordinate Relationships, conducted in a small sized dessert café-restaurant on Phi Phi Island, Krabi province, Thailand. Nine Organization development interventions (ODIs) were implemented over a five month period from January-May, 2019 and conducted with 18 participants, who are the store supervisors and operation staffs of the dessert café-restaurant in this study. Both quantitative (survey questionnaire) and qualitative (observation and in-depth interview) methods were used in the process of collecting and analyzing data in this study. The research was conducted using the concept of action research. The findings indicated that (1) There are differences between the Pre and Post organization development interventions (ODIs) on Perceived Organization Support (POS), Supervisor Feedback Environment, Supervisory Communication, Trust and Supervisor- Subordinate Relationships; and (2) Perceived Organization Support (POS), Supervisor Feedback Environment, Supervisory Communication, Trust and Supervisor- Subordinate Relationships showed statistically significant increases after ODI.