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Descriptors:
Student Attitudes; Values; Student Empowerment; Secondary Schools; Educational Improvement; Organizational Culture; Case Studies; Student Participation

Abstract:
This article applies theoretical understandings of power relations within student voice work to two empirical examples of school-based student voice projects. The article builds on and refines theoretical understandings of power and participation developed in previous articles written by the authors. The first article argued that at the heart of student voice work are four core values: communication as dialogue; participation and democratic inclusivity; the recognition that power relations are unequal and problematic; and the possibility for change and transformation (Robinson & Taylor, 2007); the second article focused on a theorization of power and participation within student voice work (Taylor & Robinson, 2009). This article explores how power and participation manifest themselves within the operation of student voice projects and considers the micro-processes at play when implementing student voice work within schools. The article concludes by questioning whether student voice work provides a genuine means through which change in schools is initiated. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Instructional Design; Work Environment; Corporations; Self Concept; Consultants; Problem Solving; Novices; Expertise; Differences; Decision Making; Locus of Control; Theory Practice Relationship; Time Management; Stress Management; Organizational Culture; Interpersonal Competence; Ambiguity (Context); Holistic Approach

Abstract:
This naturalistic inquiry investigated how instructional designers engage in complex and ambiguous problem solving across organizational boundaries in two corporations. Participants represented a range of instructional design experience, from novices to experts. Research methods included a participant background survey, observations of problem-solving activities, in-depth interviews, and analysis and evaluation of project documents and other tools. The findings revealed differences between experts and novices with regards to tolerance of ambiguity, expectations about their own roles in finding solutions for their clients, adaptability, attention to appropriate details, and management of workplace stress. The contrast between instructional design processes taught in universities and actual workplace practice was noted by both expert and novice participants. Experienced participants demonstrated adaptability in processes and communications to efficiently arrive at viable solutions for their clients. Expectation setting and relationship building emerged as techniques for creating environments supportive of instructional designers' problem-solving activities. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Organizational Change; Psychology; Organizational Culture; Resistance to Change; Change Strategies; Change Agents

Abstract:
In this paper, the author draws upon his interest, as a psychotherapist, in working with change at a psychological and individual level, and on his experience of the radical changes currently taking place in higher education, specifically the University where he manages several services, including a Counselling Service. Through leading and facilitating workshops, he has had many opportunities to speak to those at the heart of change, and to observe and think about the variety of responses to organisational change. His focus is on change within higher education, though the principles he discusses--what he refers to as the 3Cs (Context, Communication and Commiseration)--have a much wider application. In some cases, those leading the change will be external "professional" change managers--unfamiliar with the culture of the institution and the attitudes and values of its staff. They will carry out a time-limited project and then move on, leaving others to deal with the changed situation. As such, they may be detached from, and uninterested in, the background and psychological reactions of staff. Alternatively, they may be embedded within the institution and within teams; they may know staff well and may be consulted about the changes and help design them, introduce them, and see them through. This paper addresses this latter group of people. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Change; Expertise; Semi Structured Interviews; Family Programs; Organizational Culture; Cooperation; Interprofessional Relationship; Integrated Services; Organizational Theories; Information Dissemination; Nursery Schools; Child Care Centers; Communication (Thought Transfer); Knowledge Management

Abstract:
This study attempts to examine the relationship between professional culture and collaborative working in Children's Centres in a region of England. In Children's Centres, professionals from different professional backgrounds and different organisations are required to work together towards common goals as required by the Children Act 2004. Children's Centres serve to provide a place where children and families can access a number of services or be signposted to them. Anning (2001), Anning et al. (2006) suggested that some of the main difficulties appeared to be those of trying to combine the cultures of distinct services and professions into new ways of working and sharing professional knowledge. This research is considered with reference to professional journeys, professional identity and perceptions of knowledge. It builds upon the work of Robinson, Atkinson, and Dowling (2008) with reference to inter-professional processes and knowledge distribution, as well as previous work of ["name deleted to maintain the integrity of the review process"] in relation to common threads that draw professionals together. Socio-cultural theory, cultural identity theory, and organisational theory form the basis of the theoretical framework. The research considers how knowledge between different professionals is perceived and shared with reference to Bourdieu (1984), regarding the notion of "habitus" and Bhabha (1994) with reference to the creation of a new culture in terms of a "Third Space." It is based firmly within a qualitative paradigm and is phenomenological in nature. Twenty-five semi-structured interviews were undertaken in order to listen to the voices of different professionals from health, education and family support. Since 1997 and the election of New Labour in Britain, integrated working has been high on the political agenda. At the time of writing it is less certain as to the direction of the new coalition government elected in May 2010. "Integrated working" is considered to be the integration of all services who work with children by working towards common goals by sharing information and expertise. These services include health, education and social care, but may also include psychological services, the police and services provided by voluntary organisations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Experiential Learning; Group Dynamics; Learner Engagement; Organizational Change; Organizational Culture; Program Descriptions; Leadership Training; Program Design; Organizational Climate; Organizational Effectiveness; Organizational Theories; Organizational Development; Foreign Countries

Abstract:
How can action learning be used as part of an overall approach to changing the culture of an organisation? This article describes some of the work being done by managers in South Cambridgeshire district to build a more empowered and engaged organisation following the appointment of a new chief executive tasked with raising standards in an organisation which had had a challenging history, where morale was low and where significant reductions in the workforce were taking place. The article describes the purpose of action learning in this particular context, the membership of the action learning groups and the uses to which action learning is being put by managers in the Council. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories

Abstract:
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Teacher Attitudes; Interviews; Adoption (Ideas); College Environment; Organizational Culture; Interpersonal Relationship; Technology Transfer; Social Networks; Organizational Communication; Interpersonal Communication; Researchers

Abstract:
Faculty culture and communication networks are pivotal components of technology transfer on university campuses. Universities are focused upon diffusing technology to external clients and upon building structure and support systems to enhance technology transfer. However, engaging faculty members in technology transfer requires an internal diffusion of new ideas that are largely dependent upon faculty culture. New policies, structures, and support staff help to promote technology transfer ideologically, but are of little use if faculty researchers avoid involvement because of more intangible factors. The current study investigates this internal diffusion on one campus, using interviews with faculty members, administrators, technology transfer office personnel, licensees, and spin-off company administrators. Results show that faculty culture concerning technology transfer is dependent upon informal communication networks, principles of diffusion, history, and social interaction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Labor Force Development; Role; Strategic Planning; Business Administration; Administrative Organization; Organizational Change; Organizational Culture; Influences; Barriers; Case Studies; Manufacturing; Models

Abstract:
Central to the relevance of HRD is the inclusion of HRD professionals and functions in organizational strategy. Understanding how HRD units and professionals contribute to or hinder organizational strategy is important for the field. We describe an organizational case in which a systemic strategic initiative involving "Lean strategy" is deployed and the specific contributions by HRD. We also highlight and provide themes from both extant general strategy and Lean strategy literature and key findings from thematic analysis from multilevel organizational interview data. An empirically derived model framing the strategic value of HRD in Lean strategy implementation is provided. These findings highlight HRD contributions for organizations involved in strategy implementation. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Organizational Culture; Learning Processes; Adjustment (to Environment); Organizational Theories; Workplace Learning; Reflection; Industrial Psychology; Social Psychology; Best Practices

Abstract:
This article takes a psychological perspective on organisational learning, putting "reflection" into the centre of attention. We argue that (1) organisational learning is based on individual and team learning at work, (2) reflection is the driving force that leads to organisational learning and (3) cumulation of the staff's reflection outcomes allows for integration of individual and team learning into organisational best practice. Building on a vast amount of theory in this area, we provide a refined psychological model of the socio-cognitive processes of reflective learning within organisations including the initiation and the termination of reflection. Further, we discuss in depth the role of reflection for organisational learning in the light of recent theories of organisational learning. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Well Being; Human Capital; Models; Employee Attitudes; Social Indicators; Measurement; Sociometric Techniques; Sociocultural Patterns; Psychometrics; Measures (Individuals); Statistical Analysis; Predictor Variables; Pacific Islanders; Ethnic Groups; Job Satisfaction; Quality of Working Life; Work Environment; Organizational Culture

Abstract:
Despite career satisfaction models being well established, little is understood about the career satisfaction of indigenous employees. Using a sample of 172 Maori employees, the indigenous people of New Zealand, we tested a career satisfaction model with a cultural wellbeing factor over and above established factors of human capital, sociodemographic, individual differences and organizational sponsorship. This new measure workplace cultural wellbeing was found to significantly relate to career satisfaction, accounting for twenty-three percent of the variance over and above the established factors which highlights its importance for indigenous workers. Furthermore, due to collectivistic orientations amongst Maori, collectivism was tested as a potential moderator and found to significantly interact with workplace cultural wellbeing, showing that Maori respondents reported the greatest career satisfaction when workplace cultural wellbeing was high, irrespective of collectivism orientation. This paper offers an extended model for exploring career satisfaction of indigenous workers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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