Paul D. Giles, Alan R. Cunnington, Mark Payne, David C. Crothers and Mark S. Walsh
The Walsall clinic for survivors of myocardial infarction is described. Coronary heart disease is a major health issue in Walsall. The starting point for the project was the…
Abstract
The Walsall clinic for survivors of myocardial infarction is described. Coronary heart disease is a major health issue in Walsall. The starting point for the project was the publication of the Scandinavian Simvastatin Survival Study (4S) in 1994, which showed the benefit of cholesterol treatment in these patients. Although the new clinic was established primarily to implement a 4S‐based regime, the cholesterol regime has been modified in the light of newer evidence, and the service broadened to encompass cardiological assessment and the use of other forms of secondary prevention. Several factors have contributed to the success of the service, including support from the Health Authority, patient involvement, partnership with Primary Care and the use of information technology. The latter has integrated routine clinical record keeping and correspondence with complete prospective audit data accumulation and measurement of performance against evidence‐based standards. These principles are of potential value in other clinical effectiveness initiatives.
Those who contemplate attending the Annual Conference of the Library Association at Portsmouth would be well advised to secure their accommodation immediately if they have not…
Abstract
Those who contemplate attending the Annual Conference of the Library Association at Portsmouth would be well advised to secure their accommodation immediately if they have not done so already. The demands upon hotel space have been very much greater than even sanguine members anticipated, and already we hear of people being refused rooms because they are no longer available. Portsmouth, of course, is the naval centre of the Empire, and that common‐place piece of knowledge is magnetic, nevertheless. There are other attractions in Portsmouth. Its situation, practically adjacent to the Isle of Wight, with all its charms, on one side, and its nearness to the New Forest and the belt of Hampshire towns on the west, and on the east with such places as Chichester, Selsey, Bognor, Worthing, and Brighton make it, from the location point of view, of special interest. There is the further call of the literary associations of Portsmouth. Every book on the Navy has something about it, as those of us who read W. H. G. Kingston, Captain Marryatt and many another sea‐author can testify. Perhaps the most important author who came out of Portsmouth was not a sea‐writer but the son of a naval outfitter—George Meredith. Pernaps to a post‐War generation he seems old‐fashioned, involved, unnecessarily intricate, precious, and possesses other faults. This is a superficial point of view, and certainly in his poems he rises to heights and reaches depths that are denied to most writers of to‐day. In any case, The Ordeal of Richard Feverel and Beauchamp's Career, to say nothing of The Egoist, are among the great novels of the English language.
Peter A.C. Smith and Judy O’Neil
Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of…
Abstract
Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of learning through experience, “by doing”, where the task environment is the classroom, and the task the vehicle. Two previous reviews of the action learning literature by Alan Mumford respectively covered the field prior to 1985 and the period 1985‐1994. Both reviews included books as well as journal articles. This current review covers the period 1994‐2000 and is limited to publicly available journal articles. Part 1 of the Review was published in an earlier issue of the Journal of Workplace Learning (Vol. 15 No. 2) and included a bibliography and comments. Part 2 extends that introduction with a schema for categorizing action learning articles and with comments on representative articles from the bibliography.
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Melinda J. Moye, Alan B. Henkin and Robert J. Egley
To investigate relationships between teacher empowerment and interpersonal level trust in the principal.
Abstract
Purpose
To investigate relationships between teacher empowerment and interpersonal level trust in the principal.
Design/methodology/approach
Trust is a fundamental element in well‐functioning organizations. Studies of empowerment, a motivational construct, have suggested that empowering employees is a key factor in managerial and organizational effectiveness. An instrument was constructed to measure perceived teacher empowerment and level of interpersonal trust in the principal. Established measures of psychological empowerment and affect‐and cognition‐based trust were adapted for use in the study. Elementary school teachers in an urban school district in the USA completed the survey instrument.
Findings
Teachers who perceived that they were empowered in their work environments had higher levels of interpersonal trust in their principals. Teachers who found their work personally meaningful, and who reported significant autonomy and substantial influence in their work environments had higher levels of interpersonal trust in principals.
Research limitations/implications
This investigation was delimited by the study sample. Research on the empowerment‐trust relationships should be extended to include middle and high schools, and schools in different regions with a broader range of demographics.
Practical implications
Principals should consider suggested strategies that can strengthen teachers’ perceptions of empowerment, reinforce trustworthy behaviors, and support beliefs in the honesty, integrity, and reliability of supervisors.
Originality/value
The study compliments the limited base of data‐driven research in education and the non‐profit sector that focuses on significant intervening variables associated with trust in organizations.
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Ortrun Zuber‐Skerritt and Mary Farquhar
This paper is an edited version of an interview that presents information and insight into the background of ALARPM (action learning, action research and process management) not…
Abstract
This paper is an edited version of an interview that presents information and insight into the background of ALARPM (action learning, action research and process management) not only as a field but also as a worldwide network association, thus facilitating understanding of the evolution and nature of these three concepts. The interviewee’s responses reflect her personal perspective, informed by both life experience and a theoretical framework that conceives of ALARPM first as a philosophy, a theory of learning and a methodology, and second as a method and technique.
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Geoffrey Prideaux and James E. Ford
A recent report has suggested that there is a total inadequacy of management education and development in Britain. One fundamental concern is the design of programmes which focus…
Abstract
A recent report has suggested that there is a total inadequacy of management education and development in Britain. One fundamental concern is the design of programmes which focus on the development of effective managers, as opposed to just teaching people about business and management. An innovative management development programme has been developed, based around key adult learning principles such as emphasis on management competencies and work experience based learning.
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Clive Bingley, Edwin Fleming and Sarah Lawson
THERE MUST BE, I think, some sort of automatic professional override‐switch which cuts in on lawyers and slows them down to a pace not exceeding two yards per hour whenever two…
Abstract
THERE MUST BE, I think, some sort of automatic professional override‐switch which cuts in on lawyers and slows them down to a pace not exceeding two yards per hour whenever two parties to a proposed agreement indicate that they wish to complete a deal with extraordinary swiftness.
Peter A.C. Smith and Judy O’Neil
Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of…
Abstract
Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of learning through experience, “by doing”, where the task environment is the classroom, and the task the vehicle. Two previous reviews of the action learning literature by Alan Mumford respectively covered the field prior to 1985 and the period 1985‐94. Both reviews included books as well as journal articles. This current review covers the period 1994‐2000 and is limited to publicly available journal articles.
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This paper reviews the concept of action learning with reference to the classic texts by Reg Revans and texts that are likely to become classics, such as recent studies from the…
Abstract
This paper reviews the concept of action learning with reference to the classic texts by Reg Revans and texts that are likely to become classics, such as recent studies from the UK, Germany, Austria, South Africa, Australia, North America and Latin America. Action learning is now an international field and this paper draws widely from this field. The paper focuses on defining the concept of action learning and revealing its underlying philosophical assumptions. The terminology, features and success factors of an action learning program are also considered.