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This study aims to investigate to what extent salespeople are satisfied, dissatisfied or neither with various aspects of their job in ways predicted by the “two-factor model” assocating satisfaction with recognition and personal growth but not “hygiene factors.” It further investigates which aspects of the salesperson’s job are most strongly associated with commitment to the organization – or intention to leave.

Interviewers gathered data from 176 salespeople in 154 companies. Those data were analyzed to identify aspects of the salesperson’s job that are satisfiers, dissatisfiers or prompt indifference. The data were then correlated with the extent to which salespeople expressed commitment to their organization – and the extent to which they expressed likelihood of leaving their current job.

Aspects of the salesperson’s job do cluster into categories associated with the two-factor theory: satisfiers, dissatisfiers and other “hygiene factors” that are neither. However, two deviations from the theory appear. Pay is a satisfier, contrary to the assumptions behind the model, and factors beyond those intrinsic to the salesperson are also satisfiers. Supporting relevance of the theory for salespeople, however, is the strong association of recognition/personal growth aspects of the job positively with organizational commitment and negatively with intention to leave.

Although the data come from a convenience sample of salespeople, the results can be useful. For example, consideration of new products and of mergers should take into account their impact on salesperson satisfaction and dissatisfaction as motivational issues.

This study is broader in focus than previous work relating the two-factor theory to salespeople, providing more confidence in the generalizability of the results.

Global food fraud incidents are regularly reported and are on the rise due to the ineffectiveness of traditional food safety intervention strategies. The increase in food fraud opportunity is prevalent in the state of the COVID-19 pandemic as well. Food fraud vulnerability assessment (FFVA) is acknowledged as a critical requirement by the Global Food Safety Initiatives (GFSIs) and the World Health Organisation for an effective food fraud mitigation plan. However, there is no clear direction or ways to identify and analyse food fraud vulnerability factors based on real-data.

Combining the barrier analysis technique and the routine activity theory to review the 580 cases of food fraud recorded in the Decernis database, this paper identified new food fraud vulnerability dimensions and insights pinpointed to three categories of opportunity, motivation and countermeasures.

New dimensions of food fraud vulnerability factors are identified in this paper over the period 2000–2018. Where possible, new insights related to each food fraud vulnerability factor and dimension were identified, and literature evidence was used to confirm their contribution.

There is a gap observed in the first step of FFVA in the literature. This paper is the first study to undertake a FFVA based on evidence recorded in a global food fraud database. This paper offers critical insights into global food fraud regulations by exploring the new emerging root causes of food fraud and analysing them, supporting developing effective food fraud prevention plans (FFPPs).

School leaders work in a fast-paced job that requires critical decision-making, often without the luxury of time. Additionally, problems may be new and leave school leaders feeling isolated and ill-equipped to adequately address situations. To that end, this study introduced the use of Reddit, a social media platform, to connect school leaders with colleagues who can provide real time support when pressing issues arise.

This mixed methods study used hierarchical regressions, linguistic analysis of online discussions and qualitative analysis of focus group interviews to understand if online collective efficacy led to higher technology acceptance and principal efficacy for school leaders when discussing work-related and sociocultural issues online.

Findings revealed that (1) school leaders build collective efficacy among their peers and are willing to engage more freely in online communities, (2) school leaders are willing to embrace the use of technology if provided time and exposure to such communities and (3) seasoned school leaders are more likely to interact openly with colleagues in online discussions versus their less-experienced peers on how online communities can support school leaders in challenging, ever-changing aspects of their work.

We recommend both school district and educational leadership professional associations consider creating easily accessible online communities as spaces where school leaders have opportunities to engage confidentially with their colleagues over important work-related issues. Future studies should also continue to investigate the impact of school leader online communities through both quantitative and qualitative methodologies.

This study aims to examine how incorporating gamification elements into an offline training program influences learner engagement and learning outcomes in a non-academic, organizational setting.

A randomized pretest–posttest control group experiment was designed to investigate participants’ levels of affective, behavioral and cognitive engagement (learner engagement), as well as their scores on a knowledge and skills assessment (learning outcomes) under two training conditions – traditional instructional strategy (TI) and gamification instructional strategy (GL). Training content, which was the same in both groups, included disease-related information, diagnostic expertise and product operational assistance. Participants (N = 98) were medical sales representatives from a multinational company.

Participants in the treatment group had higher levels of learner engagement in comparison to those in the control group. Additionally, participants in the GL group had outperformed their counterparts in the control group on the knowledge and skills assessment.

This is one of the first studies demonstrating how incorporating gamification elements into corporate training can improve medical sales representatives' learner engagement and learning outcomes.

Case formulation has gained increasing prominence as a guide to intervention across a range of clinical problems. It offers a contrasting orientation to diagnosis and its value is considered in the context of clinical work with autistic spectrum disorders (ASD). The purpose of this paper is to argue that case formulation integrating attachment, systemic and narrative perspectives offers a valuable way forward in assisting people with the diagnosis and their families.

The literature on ASD and related conditions is reviewed to examine levels of co-morbidity, consider the role of parental mental health difficulties and explore the issues inherent with current approaches to diagnosis.

ASD is found to have a high level of co-morbidity with other difficulties, such as anxiety and insecure attachment. Research findings, alongside the authors own clinical experience, are developed to suggest that formulation can allow the possibility of early intervention based on a holistic appraisal of the array of difficulties present prior to a diagnosis.

It is argued that the use of this systemic-attachment formulation approach could offset the exacerbation in ASD and related conditions, and deterioration in families’ mental health, whilst they face long waiting times for a diagnosis.