Demonstrates how education and training contribute to TQM. Asserts for training to be effective management development must: be tailored to company needs; reinforce…
Abstract
Demonstrates how education and training contribute to TQM. Asserts for training to be effective management development must: be tailored to company needs; reinforce problem‐solving and consensus decisions through effective teamwork; and be designed to keep ownership within the company. Describes how one company places the emphasis on project teamwork and meeting high standards. Concludes that British companies would do well to learn something from the Japanese ‐ they do what they say they will do. When it does not work, they keep practising until it does. Contends it is important to appreciate that effective TQM training is not conventional.
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Anthony Mitchell and Sue Honore
The purpose of this article is to highlight the factors that need to be considered when implementing a blended learning solution in a group environment.
Abstract
Purpose
The purpose of this article is to highlight the factors that need to be considered when implementing a blended learning solution in a group environment.
Design/methodology/approach
The insights are based on the authors experience of delivering a blended learning module to successive cohorts of international Executive MBA candidates over a three year period. A range of post‐module evaluation mechanisms were utilized to collect quantitative and qualitative data and this was supported by face‐to‐face and online discussion with participants. In addition, the authors own reflections on the experience as faculty and e‐learning consultants has been taken account of in the interpretation of the results.
Findings
The importance of human behavioral factors over content and tool selection when implementing a blended learning solution cannot be ignored. The role of group dynamics in achieving the learning outcomes also needs to be considered, as does the perceived value of the approach to be taken by the participants. Findings relate to both the e‐learning experience and other learning methods experienced on the course, influenced partly by the students' expectations and preferences.
Practical implications
Key learning is shared with readers so that they can learn from the author's experiences such that anyone considering a blended learning approach in the future considers the three‐way partnership of the organization, the learner and the supplier.
Originality/value
This article will be of special interest to e‐learning developers or development specialists considering blended learning approaches as it draws their attention to the factors beyond the technological application itself which is where attention can become overly focused.
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Roudi Nazarinia Roy, Yolanda Mitchell, Anthony James, Byron Miller and Jessica Hutchinson
The transition to motherhood has been studied extensively, but primarily among participants in homogenous race/ethnicity relationships. The aim of the current study was to explore…
Abstract
The transition to motherhood has been studied extensively, but primarily among participants in homogenous race/ethnicity relationships. The aim of the current study was to explore the lived experiences of a diverse group of women in biracial and monoracial relationships experiencing the transition to motherhood (e.g., biracial or monoracial motherhood). Informed by the symbolic interaction framework, in-depth semi-structured interviews were conducted to investigate the expectations and experiences of first-time motherhood on a sample of 12 U.S. women. Their diverse stories contained multiple themes including an overarching theme of racial/ethnic differences in appropriate infant care, which surfaces during engagement in family and social support interactions. This analysis emphasizes the need for more diverse portrayals of motherhood. We discuss our findings in light of the literature and implications for future research and practice.
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Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.
Abstract
Purpose
Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
E‐learning has experienced significant growth in recent years, and has become particularly popular in the worldwide MBA market. The most common benefits of e‐learning include continuous learning, time saving and a reduction in travel costs.
Practical implications
Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.
Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.
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The purpose of this paper is to describe and critique “blended learning”, with examples of the use of this approach to delivering learning.
Abstract
Purpose
The purpose of this paper is to describe and critique “blended learning”, with examples of the use of this approach to delivering learning.
Design/methodology/approach
The paper contains information from leading authorities in the UK on e‐learning and blended learning – the eLearning Network, the e‐Learning Centre and Learning Light – along with comments from leading providers of blended learning, including Echelon Learning, Open Mind, Tata Interactive Systems and Trainer1.
Findings
Blended learning is not new and has its critics, but the key principle behind this concept – that learning activities must be appropriate for the learners, not only with regard to their learning preferences but also within the context of their organisation culture – is vital to producing a successful learning programme.
Practical implications
The paper argues that blended learning can – and does – work, providing effective learning solutions. However, it is more important to find an appropriate learning solution – which may well be some sort of blended learning. This calls for a disciplined approach to designing learning solutions, by professionals who have experience in organisational behaviour, pedagogy and learning technologies.
Originality/value
Highlights the principle that learning activities must be appropriate, not only with regard to learners' learning preferences but also within the context of their organisation culture.
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Overview of coaching for recovery. The paper aims to show an overview of work that was carried out over 11 years with groups of mental health and physical staff. As the…
Abstract
Purpose
Overview of coaching for recovery. The paper aims to show an overview of work that was carried out over 11 years with groups of mental health and physical staff. As the facilitator who had run this course for the duration in Nottingham, this was an excellent opportunity to be at the forefront of a brand new project.
Design/methodology/approach
The introduction of the skills are taught over two consecutive days followed by a further day a month later. The idea of coaching is to be enabled to find the answers in themselves by the use of powerful questions and using the technique of the grow model, combined with practice enables the brain to come up with its own answers. Using rapport and enabling effective communication to deliver the outcome.
Findings
Evidence from staff/clients and the purpose of the paper shows that when you step back it allows the individual patients/staff to allow the brain to process to create to come up with their solutions, which then helps them to buy into the process and creates ownership.
Research limitations/implications
The evidence suggests that the approach that was there prior to the course was very much a clinical approach to working with clients and treating the person, administering medication and not focussing on the inner person or personal recovery. The staff review has shown that in the clinical context change is happening from the inside out.
Practical implications
“Helps change culture”; “change of work practice”; “it changed staff focus – not so prescriptive”; “powerful questions let clients come to their own conclusions”; “coaching gives the ability to find half full. Helps to offer reassurance and to find one spark of hope”.
Social implications
This has shown that the approach is now person-centred/holistic. This has been the “difference that has made the difference”. When this paper looks at the issues from a different angle in this case a coaching approach, applying technique, knowledge and powerful questions the results have changed. The same clients, same staff and same problems but with the use of a different approach, there is the evidence of a different outcome, which speaks for itself. The coaching method is more facilitative, therefore it illicit’s a different response, and therefore, result.
Originality/value
The results/evidence starts with the individual attending and their commitment to the process over the two-day course. Then going away for the four weeks/six for managers and a commitment again to practice. Returning to share the impact if any with the group. This, in turn, helps to inspire and gain motivation from the feedback to go back to work invigorated to keep going.
Maria Ioana Telecan, Petru Lucian Curseu and Claudia Lenuta Rus
We grounded this study in the Too-Much-of-a-Good-Thing (TMGT) meta-theoretical framework to disentangle the costs and benefits associated with workplace friendship in a military…
Abstract
Purpose
We grounded this study in the Too-Much-of-a-Good-Thing (TMGT) meta-theoretical framework to disentangle the costs and benefits associated with workplace friendship in a military setting.
Design/methodology/approach
We collected data cross-sectionally through self-reports from 287 employees from the Romanian Air Force.
Findings
The number of friends had an inverted U-shaped association with perceived social support. Our results show that as the number of friends increases from 9 to 10, so does the social support. However, as the number of friends further increases above 10, social support tends to decrease rather than increase. Furthermore, we found that social support and all dimensions of mental well-being (emotional, social and psychological well-being) were positively associated. Moreover, social support mediated the relationship between the number of friends and the three dimensions of mental well-being.
Research limitations/implications
Our findings can help human resources policies in military organizations foster an organizational climate that cultivates friendship ties between employees, which is crucial for their social support and overall mental well-being.
Originality/value
This work provides additional information about the specific mechanisms through which the effects of workplace friendships on mental well-being occur.
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J. Burns, K. J. Euske and Mary A. Malina
This paper chronicles the evolution of the academic debate regarding diversity in management accounting research and discusses its impact on the current state of management…
Abstract
Purpose
This paper chronicles the evolution of the academic debate regarding diversity in management accounting research and discusses its impact on the current state of management accounting research.
Methodology/approach
We review the stream of literature over the last 40-plus years that discusses diversity in management accounting.
Findings
Anthony’s 1972 paper in Sloan Management Review makes a call to academics to adjust the trajectory of management accounting research. Our review of the literature reveals that early responses in the 1980s and 1990s to Anthony’s call primarily came from U.S. academics who suggest a broader theoretical approach and more work in the field. After 2000, non-U.S. authors and non-U.S. journals take up the call for diversity and shift the discussion to the more fundamental topic of validating and accepting various research paradigms. The U.S. academic environment fosters a narrow yet important view of management account research. To balance the U.S. view, non-U.S. academics have the liberty of using diverse theories, paradigms, and methods.
Originality/value
The results of the study indicate that the challenge to moving management accounting research forward is for diverse research approaches to be valued and published in top accounting journals that tend to be U.S. based.