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Contains fulltext : 219450.pdf (Publisher’s version ) (Open Access), This study investigated the role of behavioral norms on concurrent links between problem behaviors (externalizing problems, internalizing problems, attention-hyperactivity problems) and social status (acceptance, rejection) in special education classrooms at four time points within and across school years. Two opposing models were considered, the "person-group similarity model", suggesting moderation of behavioral norms, and the "social skill model", suggesting no moderation. The sample included a total of 580 pupils (88% boys, Mage Time1 = 10.82 years, SD = .86) attending 37 classrooms from 13 Dutch schools for special education. Multilevel analyses revealed that the data generally supported a "social skill model", meaning that higher individual levels of attention- hyperactivity problems and externalizing problems were related to lower acceptance and higher rejection, independent of behavioral norms. Support for behavioral norms as moderators of the link between individual behaviors and social status was limited to pupils with attention-hyperactivity problems being less rejected in classrooms in which this behavior was normative. In sum, these results provide an initial exploration of the role of behavioral norms in special education. Various explanations for the results, including special education characteristics and the value of behavioral norms, are discussed.

Firms typically use a ‘one-size-fits-all’ (OSFA) compensation contract that specifies a common formulaic relation between performance and compensation (i.e., a performance bonus) for non-executive managers in similar jobs. However, a contract that is appropriate on average, may be suboptimal for individual managers if heterogeneity in the operating environment creates varying compensation risk. We use field data from a retail firm that introduced an OSFA bonus compensation plan for its store managers. The common bonus formula is based on a weighted sum of objective measures of performance and a subjective rating made by supervisors. The firm intended the supervisors’ discretionary subjective rating to evaluate performance on dimensions that are difficult to measure (e.g., store appearance). We test and find that supervisors give uniformly higher subjective ratings to managers whose objective measure of sales performance is measured with greater noise, and to managers who face higher performance target difficulty, the latter assessed both prior to (ex ante) and subsequent to (ex post) the evaluation period. These results obtain after controlling for manager ability and performance, and for alternative mechanisms to mitigate differences in compensation risk (e.g., salary changes, sales target changes, and bonus adjustments). The evidence suggests that supervisors use discretion in subjective ratings to provide manager-specific risk premiums for non-executive managers who are subject to an OSFA contract.

04 november 2019, Contains fulltext : 219450.pdf (Publisher’s version ) (Open Access), This study investigated the role of behavioral norms on concurrent links between problem behaviors (externalizing problems, internalizing problems, attention-hyperactivity problems) and social status (acceptance, rejection) in special education classrooms at four time points within and across school years. Two opposing models were considered, the "person-group similarity model", suggesting moderation of behavioral norms, and the "social skill model", suggesting no moderation. The sample included a total of 580 pupils (88% boys, Mage Time1 = 10.82 years, SD = .86) attending 37 classrooms from 13 Dutch schools for special education. Multilevel analyses revealed that the data generally supported a "social skill model", meaning that higher individual levels of attention- hyperactivity problems and externalizing problems were related to lower acceptance and higher rejection, independent of behavioral norms. Support for behavioral norms as moderators of the link between individual behaviors and social status was limited to pupils with attention-hyperactivity problems being less rejected in classrooms in which this behavior was normative. In sum, these results provide an initial exploration of the role of behavioral norms in special education. Various explanations for the results, including special education characteristics and the value of behavioral norms, are discussed.

Item does not contain fulltext, In het onderwijs worden ze wel eens moe van al dat onderzoek. Toch is het belangrijk dat theorie en praktijk elkaar ook in het onderwijs blijven vinden. Hoe maak je van wetenschappelijk onderzoek in een praktijksetting een succes? Het geheim is veel tijd investeren in een positieve werkrelatie. Dan gaan ook de kinderen het leuk vinden om mee te doen.

Many studies have tested the impact of organizational slack on performance, and yet little is known about how managers make use of slack, and in what circumstances it is most beneficial. We show that the managers of firms with higher levels of slack tend to overinvest, which will have a negative impact on performance, but at the same time they may innovate, which will subsequently have a positive impact. Our results also indicates slack is more beneficial when the firm has many profitable investment opportunities. We show that different types of slack influence performance differently, the total effect of available slack on performance being positive, whereas that of recoverable slack on performance being negative.

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