For this week, I suggest the following readings…

Cladellas Pros, R.; Castello Tarrida, A.; Badia Martin, M.M.; Cirera Amores, M.C. (2013). Effects of the PowerPoint methodology on content learning. Intangible Capital, 9(1): 184-198.

This study focuses on whether the use of PowerPoint technology as the main resource to convey information has an effect on students’ learning compared with classes taught without this technology. The sample consisted of 205 psychology students, divided into four groups, who were taught an ordinary Educational Psychology lesson. In two of these groups, a PowerPoint presentation (19 slides) was used to deliver the contents, while in the other two the same contents were delivered by the professors with the only aid of the blackboard. After the lesson, students’ learning was assessed by means of a questionnaire consisting of ten multiple-choice items.Results showed significant differences (p < 0.000), with the scores of the groups without PowerPoint an average of 19% higher than the groups with PowerPoint. Originality/value: The use of technology can have a very positive influence on learning, provided that its use fits the circumstances inherent in learning.

Francis-Smythe, J., Haase, S., Thomas, E., & Steele, C. (2013). Development and Validation of the Career Competencies Indicator (CCI). Journal of Career Assessment, 21(2), 227-248.

This article describes the development and validation of the Career Competencies Indicator (CCI); a 43-item measure to assess career competencies (CCs). Following an extensive literature review, a comprehensive item generation process involving consultation with subject matter experts, a pilot study and a factor analytic study on a large sample yielded a seven-factor structure; goal setting and career planning, self-knowledge, job performance, career-related skills, knowledge of (office) politics, career guidance and networking, and feedback seeking and self-presentation. Coefficient α reliabilities of the seven dimensions ranged from .93 to .81. Convergent validity was established by showing that all 7-CCs loaded substantially onto a single second-order factor representing the general CC construct. Discriminant validity was established by showing less than chance similarity between the 7-CCI subscales and the Big Five personality scales. The results also suggested criterion-related validity of the CCI, since CCs were found to jointly predict objective and subjective career success.

Tarí, J.J., Molina-Azorín, J.F., & Heras, I. (2012). Benefits of the ISO 9001 and ISO 14001 standards: A literature review. Journal of Industrial Engineering and Management, 5(2), 296-322.

The purpose of this paper is to determine the similarities and differences between the benefits derived from implementing the ISO 9001 and the ISO 14001 standards. The paper reviews the literature using an electronic search in the ScienceDirect, ABI/Inform, Emerald databases to identify papers focusing on the adoption of the ISO 9001 and 14001 standards and the benefits derived from implementing them. The paper identifies 82 articles about ISO 9001 and 29 about ISO 14001. Although some differences can be observed between the benefits considered by ISO 9001 and 14001, there is a great degree of coincidence in the benefits studied. The review suggests 13 benefits as the most usually analyzed (including environmental performance for the case of the ISO 14001 standard) by scholars. It is suggested that both standards have clear benefits on operational, people and customer results and that the effects on financial performance are inconclusive. The main contribution is that the paper identifies the literature gap and future research proposals with regard to the benefits of the ISO 9001 and ISO 14001 standards.